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ERIC Number: ED572473
Record Type: Non-Journal
Publication Date: 2016-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: N/A
The Effect of Metacognitive Strategy Training on Science Process Skills and Science Self Efficacy among First Year Prep Students with Learning Disabilities
Gomaa, Omema Mostafa Kamel
Online Submission, International Journal of Psycho-Educational Sciences v5 n3 p121-129 Dec 2016
This study investigated the effect of using metacognitive strategy training on science process skills and science self efficacy in learning disabled first year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys ). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in improving science process skills and science self efficacy in the target students. On the basis of the findings, the study advocated for the effectiveness of using metacognitive strategy training on science process skills and science self efficacy in learning disabled first year prep students.
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A