Abstract

This study determined the impact of the Know-What-Learn (KWL) strategy on developing self-efficacy among female students at the biology department at Prince Sattam Bin Abdul-Aziz University. The study adopted the quasi-experimental methodology. A self-efficacy scale was prepared that contains three dimensions (academic, behavioral, and social) of self-efficacy. The sample consists of (20) female students in the applied ecology course. There were statistically significant differences between the sample scores’ means in the pre- and post-applications of the self-efficacy scale, the differences being in favor of the post-application. The study recommended the need to abandon traditional teaching strategies in university teaching and adopt metacognitive strategies such as the KWL strategy and prepare personality programs without restricting to the academic cognitive aspect.