Abstract:
The purpose of this study was to determine the effectiveness of meta-cognitive education on teaching-learning strategies of gifted high school students in Ardabil city. This quasi-experimental study was conducted considering two groups: one control group and one experimental group, including a pretest and a posttest design. The sample of the study consisted of 40 students of Ardabil city in 2017. The 40 students were selected from the community using random sampling method and were randomly divided into two groups: one experimental group and one control group (20 people in each). Pre-test and post-test were performed by Weinstein teaching-learning strategies, for both groups. The experimental group was trained by the meta-cognitive training program and the control group did not receive any training. Pre-test and post-test results were analyzed using inferential statistics and Multivariate Analysis of Covariance (MANCOVA). Findings showed that meta-cognitive training enhances teaching and learning qualities, also the effectiveness of meta-cognitive training on most components of teaching-learning strategies including test and information processing strategies, attitude, motivation, time management, self-testing, study guidance and effective focus was crystal clear. Although the status of these components improved in the experimental group, but was meaningless on the anxiety components and the choice of the main idea.
Machine summary:
The Effectiveness of Meta-Cognitive Education on Ten Teaching-Learning Strategies of Male Gifted Students in Ardabil's High Schools Mahnaz Jooyani Ph. D.
Department of Counselling, Tabriz Branch, Islamic Azad University, Tabriz, Iran Abstract The purpose of this study was to determine the effectiveness of meta-cognitive education on teaching-learning strategies of gifted high school students in Ardabil city.
For example, parental intelligence and child's social status and parents' level of education are related to uncontrollable and non-interfering factors; but teaching meta- cognitive strategies would be effective for all students who have acquired cognitive skills.
(View the image of this page) Research hypothesis: meta-cognitive education is effective on teaching-learning strategies of gifted students.
The results showed that the scores of the effectiveness of meta-cognitive training, in the majority of the components of teaching-learning strategies (except for anxiety and choosing the main idea) in the experimental group, have improved considerably.
The results showed that meta-cognitive education affects the components of teaching-learning strategies (including: information processing, test strategies, attitude, motivation, and focus on questions, self- examination, studying guide and time management) in gifted high-school students, but the anxiety and choice component has no effect.
Therefore, meta-cognitive training improves teaching-learning strategies in gifted students.
Students who use more meta- cognitive self-regulation strategies while trying to teach or study at the same time make sense of the information by making meaningful connections with prior information, controlling how this process works, and creating an appropriate learning environment to learn and improve their academic performance.