أثر طريقة الاكتشاف الموجه في تنمية التفكير فوق المعرفي و التحصيل الدراسي في الرياضيات لدى طلبة الصف التاسع الأساسي بمحافظة غزة

Abstract EN

One of the important issues is the issue of Meta cognition and how to upgrade the level of Math achievement on the part of students.

The present study has focused on finding an answer to the following question: “What is the impact of Guided Discovery Approach in developing Meta cognitive thinking and achievement in Math among 9th Grade students in Gaza Governorates?” Based on this question the following sub-questions can be asked: 1) What is the impact of Guided Discovery Approach in developing Meta cognitive thinking in Math among 9th Grade students in Gaza Governorates?” 2) What is the impact of Guided Discovery Approach in developing achievement in mathematics among 9th Grade students in Gaza Governorates? 3) What is the relationship between meta cognitive thinking and achievement in teaching math to 9th grade students in gaza governorates? In order to answer these queries, the researcher has designed some lessons from 9th grade math textbook (part 1) in order to be taught according to the guided discovery method.

The researcher has also prepared an achievement test in addition to getting the criteria or measurement based on meta-cognition.

The study was applied on a sample of 76 female students from Al 3aeisheyyeh Basic High school.

The sample was divided into an experimental group which studied according to the meta cognitive method and a control group which studied according to the traditional method.

The study came up with the following findings: there is a statisttically significant difference between the two groups, in favor of the experimental group, and it has also pointed out that meta cognition and academic achievement are strongly correlated.