Document Type : Research Paper
Authors
1 Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
3 Education Teacher, Master of Science in Elementary Education, Farhangian University of Tehran, Iran
Abstract
This study aimed to investigate the impact of elementary games on the metacognitive skills of female second-grade elementary students. The research is applied in nature and utilizes a quasi-experimental design with pre-test and post-test and a control group. The statistical population consisted of all fourth, fifth, and sixth-grade female students in District 16 of Tehran during the academic year 1401-1402. A sample of 120 students was selected through multi-stage random sampling, with 60 assigned to the experimental group and 60 to the control group. The Shenoy et al. (2017) Metacognitive Questionnaire was used. The selected elementary games program was conducted over 8 weeks, comprising a total of 16 sessions, each lasting 20 to 30 minutes, for the experimental groups. Both groups were tested before and after the intervention. Data analysis was performed using ANCOVA. The results indicated that elementary games significantly affected metacognitive skills (including self-awareness, goal-setting and planning, self-regulation, problem-solving, and behavior monitoring and evaluation), with significant differences in the post-test means of both groups. The findings demonstrate the positive impact of elementary games on improving students' metacognitive skills, which has particular importance and usefulness for elementary school teachers.
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