The development of learning model with metacognitive strategies to promote reading abilities and develop 2nd year Students’ problem-solving skills

Abstract

          The objectives of this research were to 1) develop a learning model using metacognitive strategies 2) compare reading ability 3) study the use of metacognitive strategies 4) compare the use of problem-solving skills and 5) study the opinions of students.  
           The samples were 30 students in groups of 1EN/64, experimental research, same group, measured before and after selected by random sampling technique. The research’s tools were 1) teaching plan 2) learning logs 3) the reading ability test 4) the questionnaire and 5) problem-solving skill evaluation. The qualitative data were analyzed by mean ( ), and standard deviation (S.D.). The research results were as follows: 1) the efficiency of the learning model was 80.93 / 87.87, 2) the average reading ability score increased by 13.11 percent, with the post-learning reading ability score higher than before the learning in all aspects, 3) the most strategies used by learners were self-management ( = 4.70 and S.D = 0.46), 4) the results of comparing problem-solving skills after using the model ( = 29.64 and S.D = 1.00) and before using the model, ( = 36.10 and S.D = 2.03) with statistical significance at the .05 level, and 5) the results of the learning style assessment revealed were appropriate and could be used in teaching and learning management.