The effectiveness of the strategy of the metacognitive learning cycle in the metacognitive thinking skills of the fourth scientific grade students in chemistry

Abstract

Abstract

The current research aims to identify the effectiveness of the metacognitive learning cycle strategy in the metacognitive thinking skills of fourth grade students, by verifying the following hypothesis:

There is no statistically significant difference at the level (0.05) between the average scores of the students of the experimental group who studied according to the strategy of the metacognitive learning cycle and the average scores of the students of the control group who studied in the usual way in the skills of metacognitive thinking. The research was limited to students of the fourth scientific class in schools. The preparatory and secondary day schools of the Directorate of Education of Qadisiyah Center for the academic year (2020-2021) and with the study subject the first three chapters of the chemistry book for the fourth scientific grade. The sample members (69) students, and by (34) students for the control group, which studied in the usual way, and (35) students for the experimental group, which studied with the strategy of the metacognitive learning cycle. The two research groups (experimental and control) were equalized in a number of variables, and these variables are (Chronological age in months, intelligence, previous information). For the purpose of verifying the goal of the research, the researcher prepared (16) plans for each group, as well as a measure of metacognitive thinking skills, which in its final form consists of (45) paragraphs equally distributed among the main skills (self-organization skills, skills necessary to perform scientific tasks, procedural control skills). And its apparent validity and construction validity, and the discriminatory powers of its paragraphs, were verified and its stability was calculated by two methods, namely, the internal consistency method (Alpha-Cronbach's coefficient) and the retest method. The results showed the superiority of the students of the experimental group that studied with the strategy of the metacognitive learning cycle over the students of the control group that studied in the usual way in the skills of metacognitive thinking with an effect size of (0.55) and it is considered a significant effect, and thus rejected the null hypothesis, and in light of that the researcher recommended using the strategy of the learning cycle above-cognitive in teaching chemistry, and he suggested conducting other studies for other stages, and for different research subjects.