The Effect of E-Learning Based on Meta-cognition Strategy on Students' Achievement and Awareness of Creative Problem Solving Processes in a C++ Course at Kuwait University

Abstract

Summary form only given. This paper aimed at exploring the effect of e-learning based on meta-cognition strategy on students' achievement and awareness of creative problems solving processes in a university course. Three variables were included in this study: (e-learning based meta-cognition strategy, achievement in C++ course, and awareness of creative problems solving processes). The researcher administered awareness of creative solving of the problems processes measure, and achievement tests which were constructive to solve two problems, ill structure problems and well structure problems associated with the practical side of programming language C++. On a random sample of (31) students (13 Male, 18 female) in different academic levels of engineering students at Kuwait university in the academic year (2010/2011). The results showed that there were significant differences in average ranks between experimental and control groups in well structure problem solving, ill structure problem solving, and total degree of the achievement test in favor of the experimental group. There was no statistical significant differences in the values of average ranks between the experimental and control groups in the total degree of awareness declarative, procedural awareness, and awareness of creative problems solving processes.