The Effectiveness of SCAMPER Strategy in Teaching Home Economics to Develop Preparatory Grade Students' Metacognitive Thinking Skills and Academic Self-Efficacy

Document Type : Original research articles

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Department of Home Economics and Education, Faculty of Home Economics, Menoufia University, Shibin El-Kom, Egypt

Abstract

The research aims to reveal the effectiveness of the SCAMPER strategy in teaching home economics to develop metacognitive thinking skills and academic self-efficacy among middle school students in the subject of home economics. The number of them was (60) female students, (30) experimental groups, and (30) control groups. The research tools consisted of a test of metacognitive thinking skills and a measure of academic self-efficacy. Degrees of experimental group students in the pre-and post-applications of each metacognitive thinking skills test. Moreover, academic self-efficacy in favor of the post-application, and there was a statistically significant difference at the level (0.01) between the mean scores of the students of the experimental and control groups in the post-application of testing metacognitive thinking skills and its sub-skills as whole, and the academic self-efficacy scale and its sub-dimensions as a whole in favor of the experimental group students, As well as the existence of a positive, statistically significant correlation between the scores of the students of the experimental group in the post-application of the test of metacognitive thinking skills as a whole and the measure of academic self-efficacy as a whole, which proves the effectiveness of the SCAMPER strategy in developing metacognitive thinking skills and academic self-efficacy among middle school students in the subject of home economics.

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