Abstract
Metacognitive skills and information processing are key concepts in the field of education, they are crucial in the learning process. The present study aimed to identify the relationship between metacognitive skills and information processing skills among the students of Al-Quds University. The study instruments were applied on a sample of 393 male and female students. The results showed that there was a positive correlation between metacognitive skills and information processing among Al-Quds University students. The findings revealed statistically significant differences in the level of metacognitive skills, attributed to gender in favor of female students. However, there were no statistically significant differences due to faculty or academic level. The findings also showed that there were no statistically significant differences in the level of information processing skills attributable to gender and academic level. However, there were statistically significant differences in the level of information processing due to the faculty variable in favor of the Faculty of Science.
Highlights
Modern times are characterized by many successive changes and rapid developments in various aspects of life
The results of this study show that there is a statistically significant positive correlation between metacognitive skills and information processing this was consistent with result of Qaydoom (2018), Bounaqah (2017), Sawhney and Bansal (2015) and Al-Khazraji (2011) while it was inconsistent with Abdussahib, Hasan and Yaber (2017) and Al-Juhani (2016)
The analysis revealed that there are no statistically significant differences in the level of information processing due to gender and academic level, this result was consistent with Al-Jarrah & Obeidat (2011) for the academic level but disagreed with it for gender, while it was inconsistent with Al-Rofo’ (2008) for the gender
Summary
Modern times are characterized by many successive changes and rapid developments in various aspects of life. Such changes and developments affect the personality of individuals, in general, and students, in particular. This fact makes it extremely necessary for us to help our students build their balanced personality in its different aspects and in different academic stages, as well as invest their mental potentials in a way that corresponds to these changes and developments and keeps pace with them (Abdulhadi, 2017). There has been a growing interest and a large increase in the studies conducted in the field of Cognitive Psychology as they reflect the individual’s way to solve problems, decision-making, information processing, evaluation, and utilization (Ramadan, 2004). The ultimate goal of developing metacognitive skills is to teach students how to autonomously think and evaluate themselves (Nofal & Saifan, 2011: 270)
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