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Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

Abstract

This study aimed to examine the level of metacognitive thinking between class teacher students at FESA, and its relationship to students’ cumulative rate, level of study, engaging in practical practice at schools and marital status. A metacognitive thinking questionnaire was applied on a sample of (104) students from (412) class teacher students. The results revealed that; the level of metacognition thinking is high, no significant differences in the first, second and total score refer to marital status, whereas significant difference was found in the third domain in favor of single. No significant difference was found in the first, second and total score refer to level of study, whereas there were differences in the third domain in favor of third and fourth year. No significant difference was found in the first domain refer to cumulative rate whereas there were differences in the second, third domain and total score in favor of high grades. Positive correlation was found between metacognitive thinking level and cumulative rate. The students who have the practical training at school have higher level of metacognitive thinking which indicates that the practical practice have impact on acquiring metacognition skills. The study recommends implementing training activities on metacognitive thinking and the inclusion of low-achieving students therein.

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