شبكة المعلومات العربية التربوية

This study aims at exploring the impact of implementing (SWOM) strategy on the achievement and metacognitive thinking skills acquired in history classes for ninth grade students in Jordan. The sample consisted of (73) respondents of Grade 9 in Al-Qadi Iyas Male School in the Sahab / Fall semester of the academic year 2016/2017. To achieve the objectives of the study, an achievement test and metacognitive thinking skills scale were designed. Results showed that there was a statistically significant difference between the average mean of the performance of the two groups of the study in favor of the experimental group. (Published abstract)