The Level of Metacognitive Thinking Among Students with Learning Disabilities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The present study aims at identifying the level of metacognitive thinking among a group of students with learning disabilities (LDs) in Asir region, Saudi Arabia. The present study has taken into account certain variables when investigating this issue such as age, grade, and type of learning difficulties. The sample of this study consisted of 350 students with learning disabilities from schools belong to the Department of Education in Asir Area, Saudi Arabia. To achieve the goal of the study, a scale prepared by the authors was used to measure the level of metacognitive thinking among the students. The results of the study showed that the students had a low level of metacognitive knowledge. The results have also showed no statistically significant differences in the level of metacognitive thinking attributed to age, gender, and the type of learning disability. Based on the results obtained in the present study, some suggestions and recommendations have been provided for further research on this field.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.178 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it