The purpose of the current study was to explore the impact of reflective thinking on metacognitive skills of high school students. Research was quasi-experimental with pre-test, post-test and control group. The study population were all high school second graders (N= 205) of Roudsar city in the school year 2013-2104. A sample of thirty students was selected through purposive sampling and then assigned to two experimental and control groups. Metacognition standard questionnaire including 20 questions grouped under four scales of awareness, cognitive strategy, planning and self-checking was the research instrument. Its validity was approved by O’Neil and Abedi (1996) and Salarifar (201). Its Cronbach’s alpha reliability was also calculated to be 0.78, 0.77, 0.78 and 0.73 for awareness, cognitive strategy, planning and self-checking scales respectively. MANCOVA revealed that there was a significant difference between the two groups in terms of the four dependent variables. In other words, it was suggested that reflective thinking programs enhanced the students’ metacognitive skills.
K, E., B, M., & A, S. (2015). The impact of Reflective Thinking Education on Students’ Metacognitive Skills. Journal of New Approaches in Educational Administration, 5(20), 129-152.
MLA
E. K; M. B; S.M A. "The impact of Reflective Thinking Education on Students’ Metacognitive Skills". Journal of New Approaches in Educational Administration, 5, 20, 2015, 129-152.
HARVARD
K, E., B, M., A, S. (2015). 'The impact of Reflective Thinking Education on Students’ Metacognitive Skills', Journal of New Approaches in Educational Administration, 5(20), pp. 129-152.
VANCOUVER
K, E., B, M., A, S. The impact of Reflective Thinking Education on Students’ Metacognitive Skills. Journal of New Approaches in Educational Administration, 2015; 5(20): 129-152.
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