The Effect of Driver Model on Acquiring Metacognitive Thinking Skills in Engineering and the Achievement for Seventh-Graders in Palestine

Authors

  • معاذ سليم عمر Moath Saleem Omar جامعة فلسطين التقنية – خضوري
  • هشام عبد الرحمن شناعة Hisham Abd-Alrahman shanaa جامعة فلسطين التقنية –خضوري

DOI:

https://doi.org/10.33977/1182-011-032-015

Keywords:

Driver Model, Metacognition, Constructivism, Achievement.

Abstract

The present study aimed to identify the effect of driver model on metacognitive thinking skills in Mathematics for seventh-graders in Palestine. The sample was divided into two experimental groups: 25 students were examined using the driver model, and 25 students were assigned as a control group who studied traditionally. The study utilized a metacognitive thinking questionnaire that consists of 15 paragraphs that measure three dimensions (monitoring, planning and evaluation) and an achievement test as well. The results of the study showed that there were statistically significant differences at the significance level a≥0.05 due to a teaching method in metacognitive thinking skills (monitoring, planning, and evaluation).
The results indicated that there was statistically significant difference between the student›s achievement post-test means due to the teaching method that was utilized for the experimental group.

Author Biographies

معاذ سليم عمر Moath Saleem Omar, جامعة فلسطين التقنية – خضوري

أستاذ مساعد

هشام عبد الرحمن شناعة Hisham Abd-Alrahman shanaa, جامعة فلسطين التقنية –خضوري

أستاذ مساعد

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Published

2021-04-18

How to Cite

Moath Saleem Omar م. س. ع., & Hisham Abd-Alrahman shanaa ه. ع. ا. ش. (2021). The Effect of Driver Model on Acquiring Metacognitive Thinking Skills in Engineering and the Achievement for Seventh-Graders in Palestine. Journal of Al-Quds Open University for Educational & Psychological Research & Studies, 11(32). https://doi.org/10.33977/1182-011-032-015

Issue

Vol. 11 No. 32 (2020): مجلة جامعة القدس المفتوحة للأبحاث والدراسات التربوية والنفسية

Section

searches

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