خلاصة:
The aim of this study was to investigate the effect of generative learning strategies (drawing and imagining) on the reading comprehension of junior high school students. The design of this research was a quasi-experimental pretest-posttest one with a control group. The target group were junior high school first-grade students in Bojnourd. Therefore, two classes including 69 people were selected by cluster sampling method. The research tools consisted of a test of comprehension and a researcher-made text. Data were collected by using a 20-item comprehension test and analyzed by SPSS22 using covariance analysis. The results of the study showed that after controlling the effect of the pre-test, learning by drawing with an effect size of (72%) and learning by imagining with an effect size of (53%) could significantly improve students' comprehension compared to the control group. The mean effect size of these two generative learning strategies on reading comprehension was 0.56. There was no significant difference between the effect of the two generative strategies.
ملخص الجهاز:
The Effect of Meta-cognitive Learning Strategies on Students' Reading Comprehension Ali Saeidi 1 | Ahmadreza Eghtesadi 2 | Seyedeh Mahdieh Seyedian 3 1.
com Article Information Abstract Article Type: Research Article This study was conducted to investigate the effect of meta-cognitive learning strategies (mapping and mental imagery) on the reading comprehension of first-cycle secondary school students in Bojnord city who were studying in the academic year 98-99.
Introduction Research on the effect of learning strategies 1 on reading comprehension has remained a subject of interest for researchers in the field of educational psychology in recent years (Begsi and Anurin 2, 2020), and a range of learning strategies from metacognition to implicit text cues have been investigated (Soto, De Bloom, Bernal, and Castro 3, 2020).
There is a group of learning strategies in which the process of understanding the meaning of the provided material through #$ 4 Educational Psychology Studies, Volume Twenty-One, Number Fifty-Five, 1403 occurs through the active selection of important parts of the provided information, their mental organization, and their integration with prior knowledge.
Findings The aim of this research was to investigate the effect of design-aided and mental imagery-aided learning methods on students' reading comprehension.
.. 17 The aim of this research was to investigate the effectiveness of mnemonic learning strategies through design and mental imagery on the reading comprehension of female first-cycle secondary school students.
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