The Effectiveness of Using the Beyond Knowledge Strategy in Developing Mathematical Concepts Among Seventh-Grade Students in AL-Naderah Schools

Abstract

This study aimed at determining the level of the efficiency of using metacognition strategies in developing the concepts of Mathematics among the basic seventh grade students in Al-Nadira. This study used the empirical approach with two groups, experimental and non-experimental groups, pretest and final test. The study sample consisted of 120 students at the seventh grade distributed into two classes in Al-Shaheed Al-Hadi School. One of the samples was taught using metacognition and the other using the traditional method. A cognitive achievement test was applied for the concepts of mathematics in the two chapters of measurement and statistics in Mathematics book which is taught in the second semester in the year of 2016-2017. The results showed a list of 62 concepts from the concepts of Mathematics in the two chapters. There were significant differences between the means of the experimental group students' marks for the favor of the final application. The results also showed that there are significant differences between the means of the two groups in the final application of the Mathematics concepts test for the favor of the experimental group students. Eta Square was used to discover the effect which was (.7) which is large significant size. The level of efficiency was determined using Black Level which was (1) that is accepted level in its minimum limit. This displayed the availability of effective effect in developing the concepts of Mathematics among grade seven students in AlNadira which is ascribed to the use of metacognition strategies in teaching Mathematics. The researchers recommended that these strategies must be applied and taught in the curriculum of Mathematics. They suggested the conduction of researchers in different environments using other new and various strategies.