مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Self-regulated learning (SRL) is a critical competency for academic success, particularly for students with special educational needs (SEN) who often face challenges in managing their learning independently. Although metacognitive strategy instruction has been shown to enhance SRL, empirical research remains scarce examining its effectiveness among SEN learners in non-Western and Arabic-speaking contexts. This study investigated the impact of explicit metacognitive strategy instruction—focused on planning, monitoring, and evaluation—on the self-regulated learning success of students with SEN in Palestine. The aim was to determine the effectiveness and inclusivity of this intervention across disability types and genders. A quasi-experimental, pre-/post-test control group design was implemented at Al-Bakriya Special Education School. The sample comprised 40 students (ages 11–15) with LD, ADHD, or MID, randomly assigned to either an experimental or control group. The intervention spanned 18 sessions over six weeks. Data were collected using an adapted SRL inventory, observation checklists, and student journals. Statistical analyses included paired-sample and independent-sample t-tests, two-way ANOVAs, and effect size calculations. The experimental group demonstrated statistically significant improvements in overall SRL and each subcomponent—planning, monitoring, and evaluation—with large effect sizes (d > 1.5). No significant changes were observed in the control group. Two-way ANOVA results showed no moderation effects by gender or disability type. Qualitative data confirmed increased metacognitive awareness and engagement. Findings underscore the potential of metacognitive instruction as a scalable and equitable approach to supporting SRL in special education. The study offers a model for localized, evidence-based pedagogical practice that can inform policy and teacher training in inclusive education systems.