The present study aimed to identify the effect of driver model on metacognitive thinking skills in Mathematics for seventh-graders in Palestine. The sample was divided into two experimental groups: 25 students were examined using the driver model, and 25 students were assigned as a control group who studied traditionally. The study utilized a metacognitive thinking questionnaire that consists of 15 paragraphs that measure three dimensions (monitoring, planning and evaluation) and an achievement test as well. The results of the study showed that there were statistically significant differences at the significance level a≥0.05 due to a teaching method in metacognitive thinking skills (monitoring, planning, and evaluation). The results indicated that there was statistically significant difference between the student›s achievement post-test means due to the teaching method that was utilized for the experimental group.
Omar, Moath Saleem and shanaa, Hisham Abd-Alrahman
"The Effect of Driver Model on Acquiring Metacognitive Thinking Skills in Engineering and the Achievement for Seventh-Graders in Palestine,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 11
, Article 14.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol11/iss32/14