The Effect of Direct Instruction of Metacognitive Skills on the Transfer of Learning
DOI:
https://doi.org/10.36394/jhss/17/1A/2Keywords:
Direct Instruction, Metacognitive Skills, Far Transfer of Learning, Near Transfer of LearningAbstract
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.
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الترجمة الصوتية لمصادر ومراجع اللغة العربية: RomanizationArabic References
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luṭfu uhlul nādiyata sam‘āni ( 2002، 28- 31 yūlīūʾan tanmiyata mahārātin mā warāʾu alma‘rifati waʾtharihā fī al-taḥṣīli wintiqāli ʾthari al-ta‘allumi ladā al-ṭālibi wa-al-mu‘allimi khilāla māddati ṭuruqi tadrīsi al‘ulūmi aljam‘iyyatu almiṣriyyatu lil-tarbiyati al‘ilmiyyati almuʾtamara al‘ilmiyya al-sādsa 2002، al-tarbiyata al‘ilmiyyata wathaqāfata almujtama‘i kulliyyata al-tarbiyati jāmi‘atan ‘ayna shamsin
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