The Effect of Metacognitive Strategies on Achievement and the Development of Metacognitive Skills in Sixth-Grade Female Students in Mathematics
Keywords:
Metacognition Strategies, Academic Achievement, Metacognitive Skills, Mathematics, Sixth Grade ElementaryAbstract
The current study aimed to explore the impact of metacognitive strategies on achievement and the development of metacognitive skills among sixth-grade elementary students in mathematics. To achieve this goal, the researcher used a quasi-experimental method with partial control by selecting two equivalent groups: one experimental group taught using metacognitive strategies and one control group taught using the regular method, with 27 students in each group. The research tools consisted of an achievement test with 30 multiple-choice items covering the prescribed math topics, and a metacognitive skills test composed of 25 items, the two tests were subjected to validity procedures by being presented to a group of specialized experts. The researcher applied the two tools on a pilot sample to ensure the clarity of the items and to extract the difficulty and discrimination indices, as well as the effectiveness of the wrong alternatives for each item. She also extracted the reliability of the two tests using the Kuder-Richardson KR-20 formula. To test the research hypotheses, the researcher used the t-test for two independent samples. The results showed that the students in the experimental group outperformed in both the achievement test and the metacognition test, indicating the effectiveness of metacognitive strategies in improving academic achievement and developing metacognitive skills among sixth-grade students in mathematics, which supports improving math teaching methods and enhancing learning outcomes.
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