Nasser Helmy Youssef, Mona Saad Alnefaie
This research explores the effectiveness of the self-regulated problem-based learning strategy as entrepreneurial learning inputs in developing intermediate school students’ mathematical problem-solving skills and metacognitive as entrepreneurial learning inputs, in Saudi Arabia. The sample consisted of (59) of the seventh-grade intermediate students who were divided to: an experimental group with (29) students studied by using Self-regulated problem-based learning strategy and a control group with (30) students studied by using the normal method, the research adopted the quasi-experimental design. The research instruments were a problem-solving skills test and a metacognitive thinking scale. The instruments were pre-post-tested on the research sample in the academic year 2020/2021. The results indicated that the students studied by using Self-regulated problem-based learning outperformed the students that studied by using the normal method in problem-solving skills and metacognitive thinking. It means that the entrepreneurial learning inputs should be used as a self-regulated problem-based learning strategy to reach entrepreneurial learning outputs such as developing problem-solving skills and metacognitive thinking. According to the results, the researchers recommended using the self-regulated problem-based learning strategy and providing the necessary capabilities to implement it for teaching mathematics.