Using Woods' Model in Teaching Social Studies to Develop Prep Stage Students' Meta Cognitive Thinking Skills and its Relation to their Learning Styles

The research aimed at identifying the effect of using Woods' Model in Social Studies Teaching to Develop First Year Prep Stage Students' Meta Cognitive Thinking Skills. The problem of the current research lies in the low level of First Year Prep Stage Students' Meta Cognitive Thinking Skills. This instigated the researcher to use Woods' model to teach social Studies to first year prep stage students in order to develop both their Meta Cognitive Thinking Skills which are embodied in such dimensions as affirmative knowledge, operational knowledge and conditional knowledge as well as the Meta Cognitive Thinking performance Skills which are embodied in such dimensions as planning, monitoring and evaluation skills. It has become obvious to the researcher that first year prep stage students' level in Meta Cognitive Thinking Skills is rather low which necessitates the use of Woods' Model to Develop First Year Prep Stage Students' Meta Cognitive Thinking Skills. The problem of the current research can, therefore, be postulated in the following question:
How can prep stage students' Meta Cognitive thinking skills be developed through using Woods' Model in Teaching Social Studies and its Relation to their Learning Styles?
The researcher has made use of the quasi experimental design. The research instrument was a Meta Cognitive thinking skills Test with its two basic dimensions, the cognitive and the performance. Results of the study revealed a significant positive effect of the use of Woods' Model to develop Meta cognitive thinking skills in social studies of first year prep stage students whose learning styles are either left, right or both.