The study aimed to investigate the effect of the metacognition on academic achievement among the Jordanian universities’ student. The sample consisted of (440) first academic year students in the faculty of education. This study follows the quantitative study approach. The study employed the Stratified Random Sampling and Simple Random probability sampling techniques. The results showed a level of students was a moderate generally in their metacognition level, results also showed a significant difference between the degrees of students with high achievement on the test compared with the degrees of students with moderate and low achievement, there is a significant difference in the achievement metacognition level of male and female. The mean level of females is higher than males. Metacognition dimensions had a positive predictive effect on academic achievement among the Jordanian students in their first academic year. According to these findings, the study recommended activating the blended learning strategies in teaching at universities.
Abubakar, R. B., & Uboh, V. (2010). Breaking the gender barrier in enrolment and academic achievement of Science and Mathematics students. Akoka journal of Pure and applied Science Education, 10 (1), 203, 213.
Akpur, U. (2017). The Predictive Degree of University Students’ Levels of Metacognition and Need For Cognition on Their Academic Achievement. Journal of Applied Research in Higher Education, vol. 9, no. 2, pp. 226–241, 2017.
Aljaberi, N. M., & Gheith, E. (2015). University Students’ Level of Metacognitive Thinking and their Ability to Solve Problems. American International Journal of Contemporary Research, 5(3), 121-134.
Al-Jarrah, A., & Obeidat, A. A. (2011). Metacognitive Thinking Level Among a Sample of Yarmouk University Students in the Light of Some Variables. Research in Higher Education, vol. 49, no. 1, pp. 19–39, 2011.
Al-momani, K. N. (2017). Effectiveness of Time Management Among Students of the Faculty of Science at the Hashemite University and its Relation to Academic A
chievement. The Review of Higher Education, vol. 35, no. 1, pp. 45–76, 2017.
Al-sawalhah, A. & Al-omari, A. (2013). Causes of Academic Underperformance in Al-ahliiyya Amman University (AAU) as Evaluated by Hindrance Students, 16(2).82-100.
Al-Tamimi, N. A., & Fadzil, S. F. S. (2011). The potential of shading devices for temperature reduction in high-rise residential buildings in the tropics. Procedia Engineering, 21, 273-282.
Awang, Z. (2012). Structural equation modeling using AMOS graphic. Penerbit Universiti Teknologi MARA.
BEDEL, E., & ÇAKIR, M. (2013). OKUL ÖNCES? VE B?YOLOJ? Ö?RETMEN ADAYLARINDA B?L??ÜSTÜ FARKINDALIK VE EP?STOMOLOJ?K ?NANÇLARIN ?NCELENMES?. Marmara Üniversitesi Atatürk E?itim Fakültesi E?itim Bilimleri Dergisi, 37(37), 84-98.
Bidjerano, T. (2005). Gender Differences in Self-Regulated Learning. Online Submission.
Bradburn, N. M., Sudman, S., & Wansink, B. (2004). Asking questions: the definitive guide to questionnaire design--for market research, political polls, and social and health questionnaires. John Wiley & Sons.
Çetin, B. (2017). Metacognition and self-regulated learning in predicting university students' academic achievement in Turkey. Journal of Education and Training Studies, 5(4), 132-138.
Coban, S. (2012). The effects of the image of destination on tourist satisfaction and loyalty: The case of Cappadocia. European Journal of Social Sciences, 29(2), 222-232.
Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Journal of Higher Education, vol. 83, no. 1, pp. 1–25, 2012.
Darensbourg, A. M., & Blake, J. J. (2013). Predictors of achievement in African American students at risk for academic failure: The roles of achievement values and behavioral engagement. Psychology in the Schools, 50(10), 1044-1059.
Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current directions in psychological science, 12(3), 83-87.
Hoskins, B., & Fredriksson, U. (2008). Learning to Learn: What is it and can it be measured?. European Commission JRC.
Koçak, R., & Boyac?, M. (2010). The predictive role of basic ability levels and metacognitive strategies of students on their academic success. Procedia-Social and Behavioral Sciences, 2(2), 767-772.
Kutaula, S. (2014). Antecedents and outcomes of psychological contract fulfillment: an empirical study conducted in India (Doctoral dissertation, Cardiff University).
Mahasneh, A., Al-Zou'bi, Z., Mahasneh, A., Batayneh, O.& Al-Zou'bi A. (2014). Reasons for low GPA of the Hashemite University student’s fromthe perspective of students, 10(3).74-101.
Mohsenpour, M., Hejazi, E., & Kiamanesh, A. R. (2008). The role of self-efficacy, achievement goals, learning strategies and persistence in math achievement of 11th Grade High Schools Students in Tehran.
Oguz, A., & Ataseven, N. (2015). The relationship between metacognitive skills and motivation of university students. Educat
In-Text Citation: (Aloqleh & Teh, 2019)
To Cite this Article: Aloqleh, A. M. A., & Teh, K. S. M. (2019). The Effectiveness of Metacognition on Academic Achievement among the Jordanian Universities Students. International Journal of Academic Research in Business and Social Sciences, 9(9), 460–478.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
