Metacognitive Thinking and Relationship with Problem Solving Skills among 10th Grade High-achievers

This study aims at measuring the level of both metacognitive thinking and problem solving skills among 10 th grade high-achievers in schools within Irbid School District of UNRWA. The study also seeks to explore the problem solving predictability power of metacognitive thinking, and metacognitive thinking predictability power of problem solving among a sample of 108-students randomly selected from a population of 214-students. To achieve the study goal, two scales were administered; one measuring the metacognitive thinking and the other measures problem solving skills. Results from the present study reveal a high level of metacognitive thinking and moderate problem solving level among participants. Regression analysis results revealed predictability power of metacognitive thinking on problem solving and similarly revealed predictability power of problem solving on the metacognitive thinking. Further, findings demonstrate statistically significant differences in the metacognitive thinking levels by gender and academic average in favor of females and highest averages, whereas no statistically significant differences were found by the secondary track at the secondary level.