Cognitive self-regulation skills of students in the Department of Mathematics / Colleges of Basic Education

Abstract

The current research goal is to:

Knowing the cognitive self-regulation skills of the students of the Mathematics Department in the faculties of Basic Education. To achieve this goal, the following questions must be answered:

1) What are the cognitive self-regulation skills of the students of the mathematics department in the faculties of basic education?

2) What is the significance of the statistical difference in the cognitive self-regulation skills of the students of the Mathematics Department in the faculties of Basic Education according to the gender variable (male-female)?

The current research was conducted on students of the Department of Mathematics in the faculties of basic education in Iraqi universities, the morning study, the fourth stage, of both sexes (males and females). The research: a measure of cognitive self-regulation skills consisting of (30) items in its final form, and two indicators of validity were extracted for this measure, namely: (apparent honesty and construction honesty). The reliability coefficient amounted to (0.893), and the half-segmentation method, and the reliability coefficient value was (0.88), and after applying the tool to the research sample, the scale was corrected, the data was sorted and analyzed statistically, and the results were as follows:

1) The members of the current research sample are characterized by a high level of cognitive self-regulation skills.

2) There is no difference between males and females in their possession of cognitive self-regulation skills.

In light of these results, the researcher reached a number of conclusions, recommendations and suggestions.

Recommendations: - Teaching staff in mathematics departments in the faculties of basic education instruct students to use self-regulation skills effectively, in order to achieve success. - Directing educational institutions to benefit from the results of the research, and work to educate students about the importance of cognitive self-regulation skills, by including those skills in the curricula and giving students the freedom to motivate them to organize the processing of information they acquire by themselves as the focus of the educational process.

Suggestions:- Revealing the cognitive self-regulation skills of another sample; Such as students of faculties of education, students of faculties of science, or students of secondary school.

- Building a training program based on cognitive self-regulation skills for student-teachers in the College of Basic Education, and knowing its impact on their students.