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The Effectiveness of the Self-Regulated Problem-Based Learning Strategy in Developing Intermediate School Students' Mathematical Problem-Solving Skills and Metacognitive Thinking (A Vision into the Inputs and Outputs of the Entrepreneurial Learning IN Mathematics)

Nasser Helmy Youssef, Mona Saad Alnefaie

This research explores the effectiveness of the self-regulated problem-based learning strategy as entrepreneurial learning inputs in developing intermediate school students’ mathematical problem-solving skills and metacognitive as entrepreneurial learning inputs, in Saudi Arabia. The sample consisted of (59) of the seventh-grade intermediate students who were divided to: an experimental group with (29) students studied by using Self-regulated problem-based learning strategy and a control group with (30) students studied by using the normal method, the research adopted the quasi-experimental design. The research instruments were a problem-solving skills test and a metacognitive thinking scale. The instruments were pre-post-tested on the research sample in the academic year 2020/2021. The results indicated that the students studied by using Self-regulated problem-based learning outperformed the students that studied by using the normal method in problem-solving skills and metacognitive thinking. It means that the entrepreneurial learning inputs should be used as a self-regulated problem-based learning strategy to reach entrepreneurial learning outputs such as developing problem-solving skills and metacognitive thinking. According to the results, the researchers recommended using the self-regulated problem-based learning strategy and providing the necessary capabilities to implement it for teaching mathematics.