摘要：Present study examined the differential effects of metacognitive instruction, called SAVE theTIME, on Students of elementary level in solving mathematical word problems. In particular,the study focused on the higher and lower achievers of sixth grade. Participants were 160students of sixth grade of district Abbottabad who studied in male (N = 80) and female (N =80) public schools. All students were administered pretest and posttest constructed of 10mathematical word Problems. Student of each gender were randomly divided in two groupsexperimental and control. Students in each group were also assigned into higher and lowerachiever group on the basis of pretest scores and consultation with their teachers.Experimental groups of each gender were exposed to metacognitive instruction strategySAVE the TIME and control group was taught by traditional method. The findings indicatethat students exposed to SAVE the TIME of both gender significantly outperformed theircounterparts in the control group, higher achiever and lower achiever both groups benefitedfrom SAVE the TIME. In addition, the study indicates that there was not any difference inachievement between male and female higher achievers and male and female lower achieversexposed to SAVE the TIME.
关键词：Metacognitive instruction; mathematical word problems; traditional method;self-addressed questions
