الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The problem of research: The current research problem has been identified in presence of weakness in Metacognitive thinking skills and motivation towards learning mathematics among prep school students.
Research aims:
Current research indicates that:
1) To verify the effect of using web quest on developing metacognitive thinking skills, second grade, mathematics.
2) Verifying the effect of using web quest on developing motivation towards learning mathematics for second-year prep school students.
Research questions:
1) What is the effect of using web quest on the metacognitive thinking skills of second-grade prep school pupils in mathematics?
2) What is the effect of using web quest on the motivation towards learning mathematics among second-grade prep school pupils in mathematics?
Research hypotheses:
1) There is a statistically significant difference at the level (α = 0.05) between the mean scores of the experimental group (who studied engineering content according to web research) and the control group (who studied the same content according to the traditional teaching method) in the post application of the thinking skills test. Metacognitive in favor of the experimental group
2) There is a statistically significant difference at the level (α = 0.05) between the mean scores of the experimental group (who studied engineering content according to web research) and the control group (who studied the same content according to the traditional teaching method) in the post measurement of the motivation scale Towards learning mathematics for the benefit of the experimental group.
Research importance :
The importance of the current research is as follows:
First: for students
1. Providing an educational learning environment for individual differences among pupils, which leads to the development of thinking skills and the motivation for learning towards learning mathematics
2. Web-based electronic content for the geometry course that can be of benefit to prep school students.
3. Better use of the web in teaching mathematics and its standardized use, thus achieving greater benefit from the web, the time and effort of the learner.
4. Training students to use modern technology, correct and useful in learning mathematics.
Second: For the math teacher
1) Producing some lessons that use web quest that the teacher can use in teaching mathematics.
2) Better use of the web in teaching mathematics and its standardized use, thus making greater use of the web, and the teacher’s time and effort.
3) Providing a tool to measure metacognitive thinking skills, which could benefit those interested in the field of teaching and learning mathematics.
Third: For curriculum developers
The curricula of these exercises are used in teaching and training in the field of teaching.
Research delimitations:
• Sample :A random sample of the grade II of Al-Azhari prep school
• Place :Gerga Girls Preparatory Institute, Gerga Center, Sohag Governorate
• Time: the second term of the academic year (2019/2020)
• Content: The second unit of geometry (similarity) from the second year of prep
• school book.
• Metacognitive thinking skills as defined by Sternberg (planning - observing or controlling - evaluation) as one of the goals of teaching mathematics for the preparatory stage.
Research variables:
The Independent Variable: Teaching Geometry Using Web quest.
The two dependent variables: - The metacognitive thinking skills of the second year of prep school Al-Azhar.
The motivation towards learning mathematics among the second year of prep school Al-Azhar.
Research methodology:
The current research uses the semi-experimental approach with the control and experimental groups, where the pupils of the control group study the unit assigned to the second-grade prep school pupils in the traditional method, while the students of the experimental group study the same unit using cognitive trips via the web in order to know its impact on developing supra-cognitive thinking skills and motivation towards learning Mathematics among the members of the experimental group.
Research materials and tools:
First: Research materials
1) A unit of study from the geometry curriculum for the second year of prep school ”Similarities and reversals of Pythagoras’s theory and Euclid’s theory” based on knowledge journeys through the web designed on the Internet through the link
https://sites.google.com/view/webquest20202prep-t2-geo
2) A teacher’s guide to using web quest.
3) Student activity worksheet
4) A guide for using web quest.
Second: Research tools
1) Test of Metacognitive Thinking Skills in Mathematics (prepared by the researcher)
2) Motivation Towards Learning Mathematics Scale (prepared by the researcher)
Research procedures:
To answer the research questions and test the validity of his hypotheses, the following procedures were followed:
1) Preparing the theoretical framework for the research: in which a survey of the literature and studies related to the following axes is conducted: web quest, supra-cognitive thinking, metacognitive thinking skills, motivation, motivation towards learning mathematics.
2) Analyzing the content of the unit from the geometry curriculum for the second year of prep school ”Similarities and reversal of Pythagoras’s theory and
3) Preparing research materials, including:
a) A unit of study from the geometry curriculum for the second year of prep school ”Similarities and reversal of Pythagoras’s theory and Euclid’s theory” based on knowledge journeys through the web designed on the Internet through the link
https://sites.google.com/view/webquest20202prep-t2-geo
b) A teacher’s guide to using web quest.
c) Learner Worksheet
d) A guide for using web quest.
4) Preparing research tools, including:
a) Test of metacognitive thinking skills
b) A scale of motivation towards learning mathematics
5) Presenting the research materials and tools to a group of arbitrators and making the proposed amendments.
6) The exploratory application of research materials and tools to a sample of second-year prep school students.
7) Controlling the tools and treating them statistically in preparation for applying them to the research group.
8) Choosing the research sample and dividing it into two groups, the first represents the experimental group and studies the unit content using knowledge trips across the web, and the second represents the control group and studies the content of the same unit in the traditional method.
9) Apply research tools to students of the experimental and control groups beforehand.
10) Teaching the prescribed unit for students of the experimental group according to knowledge trips via the web, and for students of the control group in the traditional method.
11) Applying research tools to students of the experimental and control groups.
12) Treating the results statistically, analyzing and interpreting them.
13) Provide some recommendations and suggestions in light of the results of the research.
Research results:
1) The effectiveness of using web quest in teaching geometry on developing metacognitive thinking skills in mathematics among prep school students, as there are statistically significant differences at the level of (α = 0.05) between the mean scores of the experimental group (which studied the geometry content according to The strategy of web quest and the control group (who studied the same content according to the usual method of teaching) in the post application of the test of metacognitive thinking skills in favor of the experimental group
2) The effectiveness of using web quest in teaching geometry on developing motivation towards mathematics learning among prep school students. There are statistically significant differences at the level of (α = 0.05) between the mean degrees of the experimental group (which studied the geometry content according to the cognitive journeys strategy) Through the web and the control group (which studied the same content according to the usual method of teaching) in the post application of the measure of motivation towards learning mathematics in favor of the experimental group.
Research recommendation:
In light of the results of the current research, the researcher recommends the following:
1) Training students to use modern technology in a correct and useful way in learning mathematics.
2) Better use of the web in teaching mathematics and its standardized use, thus making more use of the web, and saving the teacher’s time and effort.
3) Encouraging teachers on the importance of developing students’ motivation towards learning mathematics through the use of different teaching strategies and activities.
4) Developing teacher preparation programs in Faculties of Education to include various teaching approaches and strategies, including web quest.
5) The interest of educational administrations in providing educational environments that support the use of web quest strategies in the various educational stages.