A four point Likert-scale quest ionnaire designed by the researcher containing 25 items was used.
The total score of the six items was used for statistical analyses.
The mean of the items was used for every child (Cronbach's α = 0.67).
Results: A 2-parameter model for dichotomous items was used for linking the 3 modules of items.
In this study, Watson-Glaser Critical Thinking Appraisal Test, which consists of 100 items, was used to collect data.
To evaluate the user satisfaction of the proposed solutions in Goal 1 a questionnaire composed of 20 items was used.
The Cognitive Strategy Questionnaire, which comprised of 18 items, was used to assess the student's specific cognitive strategy for solving the given Algebra problems.
The Meta-cognitive Awareness Inventory (MAI), which comprises of 52 items was used to assess the students' meta-cognitive strategy in solving Educational Statistics problems.
To measure the project success, a scale developed by (Aga et al. 2016) having 13 items was used in this study.
Understanding NOS A modified form of the scale developed by Rutledge and Warden (1999, 2000) containing 17 items was used in the present study.
To ensure cross-country comparability, a procedure based on the median normalized severities of each of the eight FIES items was used to define a global reference scale, against which measures obtained in each country can be separately calibrated.
