أثر التدريب على التفكير فوق المعرفي في التعلم الآلي و التعلم ذي المعنى

Abstract EN

The current study aimed to investigate the effect of metacognitive thinking training on rote learning measured by a recognition test, and meaningful learning measured by a comprehension test among a sample of university students.

The sample (n = 51) was divided into two groups; an experimental group and a control group.

The experimental group (n= 24) was subjected to a training program, whereas the control group (n= 27) was subjected to nothing.

Further, both groups were subjected to a pretest and a posttest measuring both recognition and comprehension.

To answer the research questions, means and standard deviations of students' scores were obtained.

Furthermore, an analysis of covariance was conducted to investigate the effect of the experimental treatment.

Results of the study revealed that there were significant differences between the means of the experimental and the control groups in favor of the experimental group on the scores of comprehension, whereas there were no differences between the two groups on performance on the recognition test.

These results assure the efficiency of metacognitive training in developing meaningful learning.