Abstract:
Purpose: This paper aims at studying the effectiveness of
training metacognitive skills on academic achievement among
the first grade female high school students. Materials &
Methods: The population consists of the first grade female high
school students in Shirvan in the academic years of 2014-
2015.The sample includes 40 students and divided into two
groups of 20 who were randomly grouped in experimental and
control groups. The students’ means in two semesters was used
as the tools of this paper. The methodology used in this paper
is quasi-experimental, in which both groups took a pre-test, and
then, the samples in test group were taught the metacognitive
skills in 16 sessions, and finally, there was a post-test for both.
Findings: The results show that training metacognitive skills can
result in increasing the students’ academic achievement.
Discussion: In this context, it can lead to more interest in
education and learning as well as acquiring appropriate skills
and experiences and finally, academic achievement
Purpose: This paper aims at studying the effectiveness of training metacognitive skills on academic achievement among the first grade female high school students. Materials & Methods: The population consists of the first grade female high school students in Shirvan in the academic years of 2014-2015.The sample includes 40 students and divided into two groups of 20 who were randomly grouped in experimental and control groups. The students’ means in two semesters was used as the tools of this paper. The methodology used in this paper is quasi-experimental, in which both groups took a pre-test, and then, the samples in test group were taught the metacognitive skills in 16 sessions, and finally, there was a post-test for both. Findings: The results show that training metacognitive skills can result in increasing the students’ academic achievement. Discussion: In this context, it can lead to more interest in education and learning as well as acquiring appropriate skills and experiences and finally, academic achievement.
Machine summary:
Bachelor of Art in Psychology, payame Noor University of Bojnourd, Iran / / Article history: Received date: 28 September, 2016 Review date: 7 October 2016 Accepted date:25 November 2016 Printed on line: 15 July 2017 Keywords: t Metacognitive Skills,Metacognition, Academic Achievemen Abstract Purpose: This paper aims at studying the effectiveness of training metacognitive skills on academic achievement among the first grade female high school students.
Introduction One of the main variables determined in many studies on its effectiveness on students through training metacognitive skills is academic achievement.
2. Research Background The society, in general, and the Education, in particular, is concerned with the children’s future, development, successes, and their position in the community, and expects the students to progress and find excellence in all aspects, including cognitive dimensions, acquiring skills and abilities as well as emotional and personality dimensions, as much as they are able to by reference1.
Also, we used the topics of inferential statistics, including, t-test, variance analysis, and one-variable covariance analysis in order to determine the effectiveness of training metacognitive skills on academic achievement.
The results show that there is a significant difference between the means of academic achievement in test and control groups, revealing the effectiveness of training metacognitive skills on the studied variable in students.
Seif et al (2007) studied the impacts of training learning strategies and metacognitive studying on the achievement motivation and academic achievement among the female high school students in Tehran, 2007-2008.
The Impact of Training Learning Strategies of Metacognitive Study on Students’ Academic Motivation and Achievement.