The effectiveness of the Self-Scheduling Strategy (K.W.L. H) in developing Metacognitive thinking skills among students of the Special Education department in the Arabic Language subject.

The research aimed to reveal the effectiveness of the self-scheduling strategy (K.W.L.H) in developing metacognitive thinking skills among first-stage students in the Special Education Department in the Arabic language subject in the College of Basic Education at the University of Duhok. The researcher used the experimental method because it is appropriate for the current research. The research sample consisted of ( 89) male and female students in the first stage of the Special Education Department in the College of Basic Education for the academic year (2023-2024). To achieve the research goal, the researcher adopted an equal group design. He divided the sample into two groups, the first experimental, studied according to the self-scheduling strategy (K.W.L.H). And another control study was studied according to the usual method. Equivalence was conducted between the students of the two groups in a number of variables, including chronological age, previous knowledge about the subject subject to the experiment, intelligence, and others. To achieve the goal of the research, the researcher relied on the scale (Abdul Karim, 2012) for metacognitive thinking skills, which consists of (41) a paragraph with three alternatives (often, sometimes, rarely), and after extracting its validity and reliability, then applying it to the research sample, collecting data and analyzing it statistically using the (SPSS) program, The researcher reached a set of conclusions, the most prominent of which was that the experimental group prevailed over the control group. Based on that, the researcher recommended a set of recommendations, including encouraging male and female teachers to use modern teaching methods and strategies in teaching academic subjects, especially the self-scheduling strategy, as it is an effective strategy in teaching.