Metacognition and its role in achievement of the learner A study on a sample of primary class

Abstract

The study aimed to know the role of relationship between metacognition and achievement academic of the learner of primary fourth class by measuring his achievement of the information through the forms of remembering. This search used two tools: metacognition scale, remembering scale. and after statistical treatments produced the following results: there is a statistically significant correlation between the metacognition and the rememberin, the study also revealed the existence of significant differences between (highers and lowers) metacognition in the test (recall, retention) in favour for highers.

Metacognitive highs have a high ability to plan their goals and learnings, to organize and monitor that information and gains, and to evaluate, modify and correct them on their learning path, making them better attentive, perceivable and then remembering than weak metacognitive strategies. This makes them excel in retention, retrieval and recognition, which is what teachers acknowledge.