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Commenced in January 2007 Frequency: Monthly Edition: International Publications Count: 30526


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10010989
An iTunes U App for Development of Metacognition Skills Delivered in the Enrichment Program Offered to Gifted Students at the Secondary Level
Abstract:
This research aimed to measure the impact of the use of a mobile learning (iTunes U) app for the development of metacognition skills delivered in the enrichment program offered to gifted students at the secondary level in Jeddah. The author targeted a group of students on an experimental scale to evaluate the achievement. The research sample consisted of a group of 38 gifted female students. The scale of evaluation of the metacognition skills used to measure the performance of students in the enrichment program was as follows: Satisfaction scale for the assessment of the technique used and the final product form after completion of the program. Appropriate statistical treatment used includes Paired Samples T-Test Cronbach’s alpha formula and eta squared formula. It was concluded in the results the difference of α≤ 0.05, which means the performance of students in the skills of metacognition in favor of using iTunes U. In light of the conclusion of the experiment, a number of recommendations and suggestions were present; the most important benefit of mobile learning applications is to provide enrichment programs for gifted students in the Kingdom of Saudi Arabia, as well as conducting further research on mobile learning and gifted student teaching.
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References:

[1] Abu Jado, Saleh and Nofal, Mohammed, (2015), Thinking learning: theory and application (edition), Amman, Al-Maseera house for publication and distribution.
[2] Ibrahim Jebaily, (2014), The efficiency of merging between using smart blackboard and meta-cognition thinking skills in the knowledge related to educational programs production skills attained by the educational technology students” - Jordan Magazine for Educational Sciences, vol 10, issue 1 page 121-132.
[3] Fathi Garawan (2010): Thinking learning: concepts and applications (edition 5) Amman, Alfikr publication and distribution house.
[4] Jamal Al-Dahshan and YounisMajdi (2009) “Mobile learning / a new form of distance education, a research presented to the first scientific symposium- department of the comparative education and educational management of the faculty of education - Kafr Al-Shiekh university under the title: hypothetical higher education systems, page 11.
[5] Picciano, A. G. &Seaman, J. (2009). K-12 Online Learning. A 2008 Follow-up of the Survey of U. S. School District Administrators. Babson, MA: The Sloan Consortium..
[6] Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169.
[7] Mao, C. (2014). Research on Undergraduate Students’ Usage Satisfaction of Mobile Learning. Creative Education, 5(8), 614
[8] Matta.(2014). Will using an iTunes U course, with the Padagogy Wheel, result in effective individualized learning? Sydney: the Catholic Education Office.
[9] McLoughlin, C., & Loch, B. (2012, June). Engaging students in cognitive and metacognitive processes using screencasts. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1107-1110).
[10] Narimani, M., &Mousazadeh, T. (2010). A comparison between the metacognitive beliefs of gifted and normal children. Procedia-Social and Behavioral Sciences, 2(2), 1563-1566.
[11] http://goo.gl/forms/NgyKpHsA6N
[12] http://goo.gl/forms/zz3YfErS3y
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