THE EFFECT OF INTOSTEL MODEL IN DEVELOPING METACOGNITIVE SKILLS FOR SECOND-GRADE INTERMEDIATE STUDENTS IN SUBJECT OF SOCIAL STUDIES

Abstract

The current research aims to know (the effect of the Intostel model in developing metacognitive skills for second-grade students in the Intermediate school in social sciences) by verifying the validity of the following null hypotheses: -

1. There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied social studies according to the steps of the Intostel model and the average scores of the control group students who studied social studies according to the usual method in the metacognitive skills scale.


2. There is no statistically significant difference at the level (0.05) between the mean scores of the experimental group students who study social studies according to the Intostel model in the pre and post-application of the metacognitive skills scale.


3. There is no statistically significant difference at the level (0.05) between the mean scores of the students of the control group who study the social subject according to the usual method in the pre and post-application of the metacognitive skills scale.

The researchers applied the experimental design with partial control in the experimental and control groups and the pre and post-tests. The number of sample students was (64) students, with (32) in the experimental group and (32) students in the control group. They were chosen from Nasiriyah Directorate of Education-DhiQar Governorate. As the researchers conducted an equivalence between the two research groups in the chronological age variable calculated in months and the pre-test scores for the metacognition skills scale. The researcher studied the first two chapters of the book of the second intermediate class of the social subject. Then the researchers formulated the behavioral objectives of the historical subjects of the subject and they reached (104) behavioral objectives and built a measure of metacognitive skills in history subject for the second intermediate grade students, and its paragraphs reached (30) items. The researcher applied measure of metacognitive skills to a sample of students after collecting data for the students of the two research groups. After that, the researcher processed the data statistically in the spss program, version 19. At the end of the experiment, the researcher obtained results that can be summarized as follows: It is the superiority of the experimental group students who studied with the Intostel model over the students of the control group who studied by the traditional method used in the metacognition skills scale, while in the second hypothesis, the superiority was in favor of the experimental group in the post-scale of metacognitive skills in the social subject, but for the third hypothesis, there was no difference between the pre and post-tests for metacognitive skills in the social subject. Consequently of the results of this study, the researchers recommend that the Intostel model should be used in teaching social studies to second-intermediate students because it has an impact on developing metacognitive skills for students. Finally, the researcher suggests conducting another similar study on the impact of the Intostel model on other branches of social sciences, such as the history of ancient civilizations and the history of Europe and America.