The Effect of Meta-cognitive Instruction on the Achievement of Ninth-Grade Students in History

Abstract

This study aimed at investigating the effect of using the metacognitive instruction on ninth-grade student’s achievement in history as compared to traditional class -teaching method. Random sample of 209, students was chosen from Irbid Directorate of Education. The sample was then divided into two groups: the experimental group with (140) students, taught by using meta-cognitive strategy and the controlled group with (69) students taught using traditional instruction. Results revealed significant differences between the two groups in achievement attributed to the teaching method in favour of the experimental group. However they did not show any differences among students attributed to gender or to the interaction between gender and teaching method. Based on these findings, appropriate recommendations were suggested.