خلاصة:
The purpose of this study is to determine the effectiveness of teaching self-regulatory strategies on the academic achievement of 11th grade students in chemistry. In this study, it was semi-experimental with the design of unequal control groups. The statistical population of this study was 100 female students of the 11th grade of experimental field in Yazd secondary school in the academic year of 2018-19, among which two classes of 80 people were selected by cluster random sampling method and in control and experimental groups. The experimental group was trained in self-regulatory strategies for 9 sessions. However, the control group did not receive any self-regulatory training. Both groups were tested before training, immediately after training, and the follow-up phase. Variance analysis was used to analyze the data. The results showed that the experimental and control groups were significantly different in the post-test and follow-up stages. And teaching self-regulatory strategies has a significant effect on the academic achievement of chemistry lessons for 11th grade students.
ملخص الجهاز:
The statistical population of this research consisted of 100 female eleventh grade students in the experimental field of the second period of secondary school in Yazd County in the academic year 1397-1398, from whom two classes totaling 80 students were selected using the cluster random sampling method and placed into experimental and control groups.
The results of the research showed that the experimental and control groups had a significant difference in the post-test and follow-up stages, and teaching self-regulation strategies has a significant effect on the academic achievement in chemistry of eleventh grade students.
Therefore, regarding the connection between self-regulation strategies and cognitive styles with learning and problem-solving, we address in this research the effect of teaching self-regulation strategies on the academic achievement of eleventh-grade students in chemistry.
(Refer to page image) Figure 2: Comparison of the means of the experimental and control groups in the pre-test, post-test, and follow-up in terms of memory efficiency Table 5: Result of analysis of variance of the memory test in the experimental and control groups (Refer to page image) Discussion and Conclusion The quantitative analysis of the data in Table 2 and Figure 1 indicates that teaching self-regulated strategies for students in the experimental group has been able to provide them with more advantages in academic progress in chemistry compared to the control group, which had received no training.
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