أثر استخدام استراتيجية التساؤل الذاتي على التحصيل و تنمية مهارات ما وراء المعرفة و الاتجاه نحو مقرر الدراسات الاجتماعية و الوطنية لدى طلاب الصف الثاني المتوسط

الملخص EN

This study aimed at identifying the effect of using self-questioning strategy on 8K students’ achievement and the development of their metacognitive skills, as well as their attitudes towards social studies.

The researcher developed an achievement test of 30 multiple-choice questions, a metacognitive scale of (30) items, in addition to a scale of attitudes towards social studies of (28) items.

The number of positive items was (14), while the number of negative ones was (14).

The study tools were applied twice on a sample of randomly selected 64 K8 students who were equally divided into two groups: an experimental group and a control group.

The experimental group studied social studies using the self-questioning strategy, while the control group used the traditional method.

Findings revealed statistically significant differences between the two groups in favor of the experimental group in the scale of attitudes and in the scale of metacognitive skills.

For the achievement test, differences were significant in the 4 upper levels of Bloom and insignificant in the 2 lower levels of Bloom.

The paper recommends the use of self-questioning strategy when developing and teaching social studies curriculum due to its positive effect on the development of students' achievement and thinking skills.