The impact of using a metacognitive strategy in mathematics teaching on the achievement of secondary grade students in Saudi Arabia

Abstract EN

This study aimed at investigating the impact of using the IMPROVE program(introducing new concepts, metacognitive questioning, practicing, reviewing and reducing difficulties, obtaining mastery, verification, and enrichment) of metacognitive strategies on the achievements of third-grade students at al-Andalus secondary school in Taif, Saudi Arabia, at the first three levels of bloom’s classification (remembering, understanding, application).

the experimental design was used in order to achieve the objective of the study.

the sample was chosen in a deliberate manner as the school relies on cooperative learning in mathematics teaching.

this is important in order to achieve the purpose of the study.

the experimental group (25 students) who studied using metacognitive strategies was compared with the second group (25 students) who studied using traditional method.

the results of the study showed the effectiveness of using metacognitive strategies in mathematics teaching at the understanding and application levels.

this study recommended that, metacognitive strategies in mathematics teaching should be used for other stages of education.

it also recommended the importance of expanding, in educational institutions, the concept of metacognition awareness and its importance in improving educational courses in order to improve learners’ ability to deal with mathematics problems.