الفهرس 
AbstractOnly 14 pages are availabe for public view
 |  | from | 551 |  |  |
| | | from | 551 | | |
Abstract
The present study was conducted to investigate the effect of using a blended e-learning program based on metacognition on developing first year secondary school students’ critical reading and critical writing skills. A pre-post control group research design was used to achieve the research objectives. Fifty students were randomly divided into two groups: a treatment and a non-treatment one. The treatment group students were trained in a blended learning program, designed by the researcher, to develop their critical reading and writing skills. The non treatment group students were taught the same program through the conventional method of teaching. A needs assessment questionnaire was administered to determine the sub skills of critical reading and writing skills that were most needed by secondary school first year students. Instruments of the research included: a needs assessment questionnaire, a blended learning program, a pre-post test in critical reading skills, a pre-post test in critical writing skills. Analysis of data, using t- test, revealed that the treatment group significantly surpassed the non treatment one on the post performance of the tests of critical reading and writing skills. Discussion of these findings, recommendations and suggestions for further research were presented.