Abstract
Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.
Highlights
The concept metacognition, as indicated by some researchers (e.g. Al Said,2014; Eissa, 2015; Hesham, 2015; Mostafa, 2014; Veenmann, 2016) is based on two main and crucial aspects
While the classroom with control group delivered instruction in the traditional way, the treatment group continued working in another way
The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia
Summary
The concept metacognition, as indicated by some researchers (e.g. Al Said,2014; Eissa, 2015; Hesham, 2015; Mostafa, 2014; Veenmann, 2016) is based on two main and crucial aspects. These two constitute what is called metacognition. The first aspect is where students are aware of a knowledge base This base helps students store information about how, when, and where to use various cognitive strategies. They are of and able to access to strategies that may support them in their learning course (e.g. monitoring difficulty level, a feeling of knowing). It is worth mentioning that this awareness can be developed and take the shape of a continuum
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