اثر استراتيجية (R.O.P.R)‎ لطلاب الصف الثاني المتوسط ومهارات التفكير ما وراء المعرفة

Abstract EN

The aim of the current research is to identify the effect of the strategy (P.R.O.R) for second-grade students in the middle and metacognitive thinking skills, and in order to verify the goal of the current research, the researcher put the following null hypothesis:There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who study according to the (P.R.O.R) strategy and the students of the control group who study according to the usual method in metacognitive thinking skills.

For the purpose of verifying the researcher’s hypothesis, he conducted an experiment that took a full semester for the academic year (2021/2022), where the researcher relied on the experimental design of the two research groups, one experimental and the other a control group with partial control, as well as the post-test of the metacognitive thinking scale.

The research was limited to the borders for students of the second intermediate grade in Al-Andalus Intermediate School for Boys affiliated to the General Directorate of Education in Baghdad / Al-Rusafa First, and for the academic year (2021/2022).

The research sample reached (69) students, where Division (A) was the control group consisting of (34) students, and Division (D) was the experimental group, which consisted of (35) students, and the two research groups were matched in the following set of variables (chronological age In the months, the achievement of the previous year, the previous information, the metacognitive thinking skills scale), the research tool was prepared, which is the metacognitive thinking skills scale, which consisted of (27) items, and the validity of the tool was confirmed after it was presented to a group of Experts and arbitrators, and the data was also analyzed and processed statistically, depending on the statistical program (SPSS).

The results showed that the students of the experimental group, who studied according to the (P.R.O.R) strategy, outperformed the students of the control group, who studied according to the traditional (ordinary) method in metacognitive thinking skills.

Based on the results of the research, the researcher recommended the importance and necessity of relying on the (P.R.O.R) strategy in teaching science for the second intermediate grade because of its positive impact on developing and acquiring metacognitive thinking skills.