مهارات ما وراء المعرفة و حل المشكلات و علاقتها بالتحصيل الدراسي لدى طلبة جامعة القدس المفتوحة

الملخص EN

This study aimed to examine the significance of the relationship between the degree of Al-Quds Open University students' possession of the skills of metacognition and problem solving with academic achievement.

It also aimed to predict achievement in the light of these variables.

To achieve the objectives of the study, the two tools of the study were applied on a sample of ( 468) male and female students from Al-Quds Open University students during the second semester of 2010/2011(after establishing validity and reliability).They were selected by using a stratified cluster sample.

The results showed statistically significant positive relationship between the degree of possession of metacognition skills and academic achievement on the one hand and with problem solving skills on the other hand.

Results of graded linear regression analysis showed that the skills of metacognition came as indicative predictors of the academic achievement of students.

The most predictors' skills are respectively: evaluation, surveillance and control, and planning, while showing that the problem solving skills were not predicative of achievement.

In the light of these findings, the researchers recommend the need to develop metacognition skills and problem solving among the students of Al-Quds Open University, through training in self-learning mechanisms, panel discussions and dialogue with the supervisors, and upgrading of academic activities that enhance these skills among the students of the university.