Main description (English)

The researcher aimed to identify the effect of using the metacognitive learning cycle strategy on the achievement and critical thinking of middle school students and their motivation for achievement in the biology subject. The sample consisted of second-year middle school students who are studying biology for the academic year 2022-2023. To verify the research goal, th researcher developed the following hypotheses. - There is no statistically significant difference. At the level (0.05) between the average scores of students In the experimental group and the (control) group In the biology achievement test ,distributed among four sections (A, B, C, D). A represents their number which was (75) students distributed into two groups, the experimental and the control one. The experimental group includeed (38) students who studied according to the metacognitive learning course strategy, and the (control) group consisted of (37) students who studied according to the usual method. The experimental and control groups were rewarded in the variables Intelligence, previous information, and previous achievement such as critical thinking and achievement motivation. Information and data were collected and an achievement test was prepared consisting of (37) questions consisting of (30) multiple-choice paragraphs and (7) essay questions. A test was prepared to measure critical thinking skills consisting of (20) multiple-choice and prepared questions. A measure of achievement motivation for the biology subject, consisting of (22) items, where the achievement test, critical thinking test, and motivation measure were applied an achievements on two exploratory samples of non-students. The basic research sample In (Al-Ahrar and Baladruz) schools, respectively (130,40) students. The purpose of the initial exploratory experimentation was to determine the clarity of the paragraphs and determine the response time. As for applying it to the students of the second exploratory sample, Its purpose was find out the psychometric properties of the test items and analyzing them statistically by finding the coefficient of difficulty, discrimination, and effectiveness of the alternatives. The validity and reliability of the tool was verified by using the Keuder-Richardson equation_20, as the reliability coefficient for the achievement test, the critical thinking test, and the achievement motivation test, respectively, reached to (0.86_0.88_0.80). The results of the research, showed that there was a statistically significant difference at the level of Significance (0.05) between the average grades of second-year intermediate students in achievement and critical thinking and their achievement motivation In biology for the two experimental groups, which were studied according to the metacognitive learning cycle strategy, and based on these results. The researcher recommended a number of recommendations. : 1_The benefit of male and female biology teachers from the daily study plans for teaching second-year middle school students biology according to the strategy of the metacognitive education course due to its impact on raising the level of achievement and their learning of thinking skills. 2_Using the metacognitive learning cycle strategy in teaching biology along with other methods because of its importance in developing critical thinking skills their motivation to achieve.