A study of the relationship of metacognitive learning strategies (planning, monitoring, and evaluation) among students with difficulty writing at the level of the fourth year of primary school during the transfer and dictation tasks. – A field study at th

تاريخ الاستلام:17/12/2022 تاريخ القبول:15/05/2022

Abstract

The current study aims to reveal metacognitive learning strategies (planning, monitoring, and evaluation) among students with writing difficulties, fourth year primary level. The field study was conducted at the level of five schools in the city of Setif. The sample included 32 male and female students, most of them were males. The researcher followed the descriptive approach appropriate to the nature of the research. Two tools were used to collect the data of the study: the writing difficulty test and the metacognitive learning strategies scale. After statistical treatment of the study data, the results showed the following:

• There is no statistically significant correlation between the level of using metacognitive learning strategies (planning, monitoring, evaluation) and the degree of writing difficulty at the fourth year primary level in the transfer task.
• There is no statistically significant correlation between the level of using metacognitive learning strategies (planning, monitoring, evaluation) and the degree of writing difficulty at the fourth year of primary level in the dictation task.