Metacognitive strategies of primary school students

Abstract

The present study was to determine the level of use of the metacognitive strategies of the students of the fifth and sixth grade of the primary level. The research was developed in the quantitative approach, it was of a basic type, with a non-experimental cross-sectional design, of a descriptive level. The sample consisted of 80 students from the V cycle (fifth and sixth grade) of primary school. The sampling used was intentional non- probabilistic for convenience. To measure the study variable Metacognitive strategies, the survey technique was applied and the 33-item questionnaire with a Likert-type scale was used for data collection. Cronbach's alpha statistic was used for the reliability of the instrument, obtaining 0.805 reliability. The results of the research determined that the variable Metacognitive strategies are used by students in their learning in 62.50% considered at a regular level, 21.25% considered at a low level and 16.25% considered at a low level. good level, reaching the conclusion that metacognitive strategies should be encouraged and developed in students in order to improve learning, where they themselves are capable of self- assessment and self-criticism of their own learning.