أثر استخدام مهارات ما وراء المعرفة في تدريس الرياضيات على التحصيل المباشر والمؤجل لدى طلبة الصف الثالث الأساسي

Razan Jihad  Abu Khadra; Mohammad AbdelWahab  Hamzeh

doi:10.35516/edu.v50i3.2381

Authors

Razan Jihad Abu Khadra Ministry of Education, Jordan https://orcid.org/0000-0001-9403-3839
Mohammad AbdelWahab Hamzeh Department of Administration and Curriculum, Faculty of Arts and Educational Sciences, Middle East University, Jordan https://orcid.org/0000-0002-1021-2336

DOI:

https://doi.org/10.35516/edu.v50i3.2381

Keywords:

Metacognitive Skills, Immediate Achievement, Delayed Achievement, Mathematics

Abstract

Objectives: The current study aimed to investigate the effect of using metacognitive skills in teaching mathematics on the immediate and delayed achievement of third grade students.

Methods: An experimental method with quasi- experimental design was used. The sample of the study consisted of (153) male and female students from an intentionally chosen elementary school in the city of Amman. The sample was assigned randomly into two groups: an experimental group (77 male and female students), taught using metacognitive skills, and control group (76 male and female students), taught using the regular method. An achievement test that consisted of (30) items was developed after verifying its validity and reliability.

Results: The results of the study showed that there were statistically significant differences at (α=0.05) in the students’ immediate achievement in favor of the experimental group, and that using metacognitive was effective in the delayed achievement.

Conclusions: The study recommended the use of metacognitive skills in teaching the basic stage and the need to prepare a training program before and during the service to train on how to use and apply metacognitive skills in teaching mathematics to develop academic achievement.

Downloads

Download data is not yet available.

References

Flavell, J. (1979). Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-917.

Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. (2018). Students' metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia: The 6th South East Asia Design Research International Conference, Journal of Physics: Conference Series, 1088, 101-108. https://doi:10.1088/1742-6596/1088/1/012089.

Ozsey, G. (2010). An investigation of the relationship between metacognition and mathematics achievement. Asia Pacific Education Review, 12(2), 227-235.

Tian, W., Fang, Y., & Li, J. (2018). The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation. Frontiers in Psychology, 9, 1-11, https://doi.org/10.3389/fpsyg.2018.02518.

Pappas, S., Ginsburg, H., & Jiang, M. (2003). SES Difference in Young Children's Metacognition in the context of Mathematical Problem Solving. Cognitive Development, 18(3), 431-450.

Sternberg, R. (1999). Intelligence as developing expertise. Contemporary Educational Psychology, 24(4), 359-375.