Arab Educational Information Network

The study aimed to measure the effectiveness of the use of the hexagonal dimensional strategy in achieving meta cognitive thinking skills and levels of academic achievement in the subject of social studies and citizenship among students of the second intermediate class in the city of Makkah AlMukarramah, and also measuring the correlative and predictive relationships between the amount of growth in meta cognitive thinking and levels Academic achievement of the study sample. The study population consisted of intermediate second-grade female students in Makkah Al-Mukarramah, and their number was (52) students. The study was applied in the first semester 1441 AH (2020) in the tenth intermediate school for memorizing the Holy Qur’an in the holy city of Makkah. The study followed the quasi-experimental approach with designs of the two equivalent groups, namely: the study group and their number was (25) students who were taught using the six dimensional strategy, and the comparison group were (27) students who were taught in the old usual way. Two tools were used to collect data, namely: a scale of meta cognitive thinking skills (pre and post), and a test of academic achievement levels (pre and post).The results of the study showed that there were statistically significant differences at the significance level (a≤0,01) between the average female students ’degrees, the study group and the comparison group in the pre- and post-application of the scale of meta cognitive thinking and test levels of academic achievement at all cognitive levels in favor of the study group in post-application. The results also showed the high impact of using the hexagonal dimension strategy in developing the meta cognitive thinking skills and academic achievement levels of the study group. The results revealed a strong positive correlation of (0, 91) at the level of significance (1.40% '1.27%), respectively. The results confirmed the existence of a strong positive correlation amounted to (0.91) at the level of significance (a≤0,01) between the growth of the dependent variables (meta cognitive thinking skills and achievement levels). The results also confirmed the existence of a predictive logical dependence relationship, as the beta coefficient reached (0,86, 0,96) respectively at the level of significance (a≤0,01) between the two approved variables (meta cognitive skills and academic achievement levels) in raising each of them to the level of the other one. (Published abstract)