The paper titled "The Level of Metacognitive Thinking Among Students with Learning Disabilities" examines the metacognitive thinking abilities of students with learning disabilities in the Asir region of Saudi Arabia. The study aimed to identify the level of metacognitive thinking among these students and determine if it varied based on factors like age, grade level, and type of learning disability.
The researchers utilized a quantitative approach, developing and administering a 28-item questionnaire to measure metacognitive thinking levels. The sample consisted of 350 students with learning disabilities enrolled in special education classrooms in primary grades 3-6 in the Asir region. Data was collected with assistance from learning disabilities teachers, Arabic language teachers, and physical education teachers due to the reading and writing difficulties of the students.
The results revealed that the overall level of metacognitive thinking among the sample was low, with a mean score of 1.69 out of 5. Statistical analysis showed no significant differences in metacognitive thinking levels based on age, grade level, or type of learning disability. The researchers attribute these findings to traditional teaching methods, lack of specialized facilities and modern techniques to support metacognitive development, and the absence of instructional strategies targeting metacognitive skills for students with learning disabilities.
The study concludes by recommending improved preparation of learning disability classrooms with up-to-date teaching methods, training for teachers on fostering metacognitive skills, and further research examining relationships between metacognitive thinking and other variables like psychological adjustment and self-efficacy. This research provides valuable insights for enhancing educational support for students with learning disabilities in Saudi Arabia.