The effect of using the Metacognition strategy in

 The aim of the study is to identify the effect of the use of a
strategy based on the skills of the Metacognition in the achievement of
mathematics among students in the tenth grade. The researcher used the
semiexperimental method for its appropriateness for the objectives of this
study. The study population consists of all the students of the tenth grade in
the schools affiliated to the Ministry of Education in the province of Irbid,
divided into two parts: The first one is the members of the sample students.
The sample consisted of (89) students who were selected from the school
(Al-Walid Secondary School for Boys and Jumana Secondary School for Girls); the
second part is the Mathematics Book for Grade 10, taught in the second semester
of the academic year 2014/2015. The study revealed that there are statistically
significant differences in the use of the meta-knowledge strategy in teaching
mathematics as a whole according to the group variable at the level of
significance (? ?0.05). The differences were in favor of the experimental
group. There were statistically significant differences in the achievement of
the tenth grade students for the effect of using the Metacognition strategy in
the teaching of mathematics as a whole in the post-measurement according to the
group variable at the level of significance (? ?0.05). Furthermore, there were
differences in favor of the experimental group based on the absence of
statistically significant differences in the achievement of the tenth grade
students due to the effect of the use of the Metacognition strategy in the
teaching of mathematics as a whole in post-measurement according to gender
variable. Accordingly, the study recommends the use of Metacognition strategies
in teaching mathematics for the tenth grade students, including activities and
methods of teaching. The study further recommends preparing training courses
for teachers on modern strategies in teaching Mathematics, problem solving, and
making use of Metacognition strategy in teaching mathematics because of its
contribution to longer lasting learning for the tenth grade students, and which
can be utilized in subsequent grades.

 

Keywords: Metacognition strategy, Teaching Mathematics,
achievement, continuance of learning retention, Grade 10

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