Metacognitive Thinking and Its Relationship with Selected Academic Variables among Students of the Faculty of Education at the University of Tripoli

Abstract

This research aims to identify the level of metacognitive thinking and its relationship to some variables among a sample of female students of the Faculty of Education at the University of Tripoli, and the extent to which this level differs according to the academic specialization and the semester variables. The study sample consisted of (100) female students. The researcher used the metacognitive thinking scale of Al-Jarrah and Obeidat (2014). The results showed that the level of metacognitive thinking among the study sample was high, and that there were no statistically significant differences at the level of (0.05) between the average scores of the study samples’ answers regarding the level of metacognitive thinking concerning the semester. However, there were statistically significant differences at the level of (0.05) between the average scores of the study samples’ answers about the level of metacognitive thinking concerning the academic specialization variable.