The percentage of contribution of creative metacognition to design thinking among superior students

Abstract

 The research aimed to identify the level of creative metacognition and design thinking among superior students and the degree of association between these two variables and the statistically significant differences in the correlation between the two variables according to the student's gender and academic stage and the extent to which creative metacognition contributes to explaining the variance of the sample's scores on the design thinking scale. Therefore, a sample of (371) male and female students from the fourth, fifth and sixth preparatory stages in the government schools for superior students in the city of Baghdad (the first and second Karkh Education Directorates and the first and second Rusafa Directorates) was selected. The sample was selected using a stratified random method with proportional distribution. Then, the creative metacognition and design thinking scales that were prepared by the researcher were applied and their psychometric properties were verified. After collecting the results, statistical processing was carried out using the t-test for a single sample, Pearson's correlation coefficient, Fisher's equation and linear regression analysis. It was concluded that the sample enjoyed an appropriate level of creative metacognition and design thinking and that both variables were directly related. Positive with differences in the correlation relationship according to the student's gender in favor of males and according to the academic stage in favor of the fourth stage. The results also indicated the possibility of explaining the variance of students' scores on the design thinking scale in terms of creative metacognition. Accordingly, a number of recommendations and proposals were made