Abstract

 
 
 The present study was to determine the level of use of the metacognitive strategies of the students of the fifth and sixth grade of the primary level. The research was developed in the quantitative approach, it was of a basic type, with a non-experimental cross-sectional design, of a descriptive level. The sample consisted of 80 students from the V cycle (fifth and sixth grade) of primary school. The sampling used was intentional non- probabilistic for convenience. To measure the study variable Metacognitive strategies, the survey technique was applied and the 33-item questionnaire with a Likert-type scale was used for data collection. Cronbach's alpha statistic was used for the reliability of the instrument, obtaining 0.805 reliability. The results of the research determined that the variable Metacognitive strategies are used by students in their learning in 62.50% considered at a regular level, 21.25% considered at a low level and 16.25% considered at a low level. good level, reaching the conclusion that metacognitive strategies should be encouraged and developed in students in order to improve learning, where they themselves are capable of self- assessment and self-criticism of their own learning.
 
 
Highlights
En el mundo globalizado la educación es uno de los aspectos más relevantes para el desarrollo de toda sociedad, afirma la Organización de las naciones unidas para la educación la ciencia y la cultura (UNESCO)
The present study was to determine the level of use of the metacognitive strategies
The research was developed in the quantitative approach
Summary
En el mundo globalizado la educación es uno de los aspectos más relevantes para el desarrollo de toda sociedad, afirma la Organización de las naciones unidas para la educación la ciencia y la cultura (UNESCO). Esta investigación se ha realizado debido a las necesidades observadas en los estudiantes del quinto y sexto grado de educación primaria, como la falta de aplicación de estrategias metacognitivas en el proceso de aprendizaje que trae consigo, deficiencias en la planificación de actividades, el proceso de razonar y pensar de sus propios aprendizajes, solucionar ejercicios matemáticos, hacer una presentación ante todos, trazar mapas, investigar un tema y sacar conclusiones efectivas aplicando estrategias y trazando un plan de acuerdo a la necesidad de estudio, a partir de todo ello se tomen en cuentan las bases para fomentar el desarrollo de la capacidad metacognitiva en la enseñanza aprendizaje. Cabe mencionar que algunos docentes no se capacitan de manera constante, lo cual resta en desarrollo de habilidades básicas y estrategias metacognitivas que mejorará el proceso de aprendizaje de los estudiantes
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