English The Effectiveness of the Role-Playing Strategy in Developing Metacognitive Thinking Skills and the Sense of Responsibility among Student Teachers at Makhmur College of Education

Resumen

This research aimed to investigate the effectiveness of the role-playing strategy in developing metacognitive thinking skills and enhancing the level of sense of responsibility among student teachers at Makhmur College of Education, Salahaddin University, during the academic year 2024–2025. The researcher adopted the experimental method, where the research sample was selected from students of the Kurdish Language Department, College of Education - Makhmur, during the academic year (2024-2025), totaling (61) students who were randomly divided into two groups: an experimental group of (30) students and a control group of (31) students. An experimental design with two equivalent groups using pre- and post-tests was employed. The experiment was implemented during the first semester of the academic year (2024-2025). Equivalence procedures were conducted for both groups on several variables: chronological age, academic achievement grades (overall and for teaching methods subject), intelligence level, and parents' educational attainment. The experimental group was taught using the role-playing strategy, while the control group was taught using the traditional method. The researcher prepared a questionnaire based on (5) research studies, consisting of 40 items distributed across four dimensions: Planning, Monitoring, Evaluation, and Awareness. Additionally, the researcher developed a questionnaire on the Sense of Responsibility using open-ended questions, comprising 43 items. After verifying the validity and reliability of both scales, they were applied to the experimental sample. The researcher then implemented the research experiment on both groups over a period of 12 weeks. At the end of the experiment, both scales were administered as post-tests to the students in both groups. The collected data were then statistically analyzed using the SPSS software. The results showed a statistically significant difference at the 0.05 significance level on the metacognitive thinking scale across the four dimensions (Planning, Monitoring, Evaluation, and Awareness), as well as on the sense of responsibility scale between the two groups, with both tests favoring the experimental group. Therefore, the null hypotheses are rejected and the alternative hypotheses are accepted. Based on these findings, the researcher provided recommendations and proposed suggestions for conducting similar future research.

Keywords: Role-Playing - Strateg- Sense of Responsibility- Student Teacher - Metacognitive Thinking