ISSN: 2222-6990
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The study aimed to investigate the effect of the metacognition on academic achievement among the Jordanian universities’ student. The sample consisted of (440) first academic year students in the faculty of education. This study follows the quantitative study approach. The study employed the Stratified Random Sampling and Simple Random probability sampling techniques. The results showed a level of students was a moderate generally in their metacognition level, results also showed a significant difference between the degrees of students with high achievement on the test compared with the degrees of students with moderate and low achievement, there is a significant difference in the achievement metacognition level of male and female. The mean level of females is higher than males. Metacognition dimensions had a positive predictive effect on academic achievement among the Jordanian students in their first academic year. According to these findings, the study recommended activating the blended learning strategies in teaching at universities.
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In-Text Citation: (Aloqleh & Teh, 2019)
To Cite this Article: Aloqleh, A. M. A., & Teh, K. S. M. (2019). The Effectiveness of Metacognition on Academic Achievement among the Jordanian Universities Students. International Journal of Academic Research in Business and Social Sciences, 9(9), 460–478.
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