The effectiveness of a program based on the enriched model of metacognition in supporting the skills of socially Shared Regulation of learning among students of the Faculty of Education

Fathi Okasha, Mr. Dr. Mahmoud; Al-Saeed Al-Banna, Mr. Dr. Adel; Abdul Ghani Sorour, Mr. Dr. Said; Al-Talwani Abdel Azim Al-Talwani, Amal

doi:10.21608/jehs.2022.241719

The effectiveness of a program based on the enriched model of metacognition in supporting the skills of socially Shared Regulation of learning among students of the Faculty of Education

Document Type : Original Article

Authors

10.21608/jehs.2022.241719

Abstract

The current study aimed to prepare a training program based on the enriched model of metacognition and to verify its effectiveness in supporting the skills of socially shared Regulation of learning among students of the Faculty of Education. The study was conducted on a sample of (36) male and female students in the fourth year of the Faculty of Education, Damanhour University, Physics Department, in the second semester of the academic year 2020 - 2021, including (18) students in the experimental group, and (18) students in the control group, and the study tools were the adaptive tool for the socially shared Regulation of learning, and the results of the study resulted in the presence of statistically significant differences between the average scores of students In the experimental and control groups in the post-measurement of the measures of the adaptive tool for socially shared Regulation of learning in favor of the experimental group, as well as the presence of statistically significant differences between the mean scores of the pre and post measures of the experimental group on the measures of the adaptive tool of socially shared Regulation of learning in favor of the post-measurement, and the size of the impact of the program was large.

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