مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Abstract
This study aims to identify the degree of using thinking teaching strategies on improving meta-cognitive skill that relates to (planning, monitoring and following up, evaluation and setting goals) by teachers in the State of Kuwait and to investigate whether there is a statistical significance of using the thinking teaching strategies on meta-cognitive skills (planning, monitoring and following up, evaluation and setting goals). The current study followed the descriptive and analytical method that is the most appropriate for educational studies particularly that have to do with regression studies and the study of the relationships between variables. The research tool is represented in a list of thinking teaching strategies as independent variable and meta-cognition skills (planning, monitoring and following up, evaluation and setting goals) as dependent variables that is distributed in (25) items that are basically under five variables. The research sample sent by emails randomly to 300 of teachers in Kuwait public schools, 280 were returned with 93% response rate. The survey was electronically distributed via social media platforms because of the Corona Virus pandemic witnessed by the State of Kuwait and the world. The research findings showed that thinking teaching strategies has statistical significance effect on improving meta-cognitive skills (planning, monitoring and following up, evaluation and setting goals). Finally, this study recommended that teachers should applied thinking teaching strategies in order to improve meta-cognitive skills