Impact of metacognitive strategy based on self-questioning on developing reading comprehension among basic grade students in Jordan

Abstract

This article aims to examine the impact of metacognitive strategy based on the self-questioning on developing reading comprehension among basic school students, involving 178 9^th grade male and female students. The study employs the the descriptive and statistical approach. It is divided into an introduction and two section. Section 1 discusses the research methodology and previous studies. Section 2 presents and discusses the results. It concludes that there are no statistically significant differences in reading comprehension at the level (p= 0.05) ascribed to the teaching strategy in favor of students who learned using the self-questioning strategy (cooperative learning).