The Effectiveness of an Electronic Program Based on Eisencraft's Inquiry Model in Developing Metacognitive Awareness in Geography Among Middle School Students

Abstract

The current study aims to examine the effectiveness of an electronic program based on the Izenkraft inquiry model in developing metacognitive awareness in geography among preparatory stage students at Palestine Preparatory School for Boys. The research sample consisted of 60 students from the fourth literary grade. The experiment was conducted during the first semester of the academic year 2025/2026. The researcher employed an experimental design with two equivalent groups. Behavioral objectives were formulated, and teaching plans were prepared for both the experimental and control groups. The researcher also developed the research tools, which included the metacognitive awareness test, the Izenkraft inquiry model program, the teacher's guide for the experiment, and a student manual for using the program. The study concluded that the experimental group outperformed the control group in the post-test of metacognitive awareness. In recent years, educational curricula have undergone significant transformations in their objectives and content, particularly in the teaching of social studies subjects, including geography. Geography no longer focuses solely on providing learners with theoretical information, but has become a tool for building well-rounded personalities, fostering critical thinking, and connecting what is learned in school with the realities students encounter in their environment and community. Attention has shifted towards empowering students and guiding them towards using advanced thinking skills, especially metacognitive thinking, which enables them to organize their learning, refine their strategies, and make more informed and independent learning decisions.