أثر التدريس المباشر لمهارات التفكير ما وراء المعرفي في انتقال أثر التعلم

Abstract EN

This study aimed at investigating the effect of direct instruction of metacognitive skills on far transfer and near transfer of learning.

A semiexperimental method was applied on a sample of (69) students of the eighth grade, randomly selected.

The study population was divided into two groups: an experimental group (37 students), and a control group (32 students).

Direct instruction of metacognitive skills was administered to the experimental group as a theoretical teaching of the skills of: Planning, monitoring and evaluation, and as practical teaching through application of these skills.

The control group was taught through the conventional method.

The researcher prepared the far transfer and the near transfer learning test after verification of their reliability and validity.

The results of the study revealed statistically-significant differences at the means of students’ performance on the far transfer, and on the near transfer of learning test, in favor of the experimental group