Volume 3, Issue 1 (spring-summer 2016)                   DSME 2016, 3(1): 11-19 | Back to browse issues page

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Noori A, Sanagoo A, Amini M, Adib M, Jouybari L. The effect of teaching metacognitive strategies on students’ metacognitive awareness and academic performance of students. DSME 2016; 3 (1) :11-19
URL: http://dsme.hums.ac.ir/article-1-67-en.html
Abstract:   (5947 Views)

Introduction: Studies show that metacognitive awareness is necessary for students’ academic achievement. Some factors affect the development of this awareness. The aim of this study is to assess the effect of teaching metacognitive strategies on metacognitive awareness and academic performance of students of Al Boye Gorgan Nursing School.

Methods: These quasi-experimental and populations were nursing students of the University of Medical Sciences. Forty students were selected randomly, the experimental group was taught strategies to study and learn. The standard questionnaire of metacognitive awareness (MAI) was used to measure students' familiarity with strategies. To determine the academic performance of the the last two term final average was used. Data were analyzed by software SPSS 21 software and t-test and descriptive statistics.

Results: The mean score of metacognitive awareness in the test group was significantly higher than the control group (P=0.001). Teaching and learning strategies and study group had a significantly positive impact on students' performance As well (P<0.05).

Conclusion: Due to the positive effect of education on knowledge and learning metacognitive reading strategies and metacognitive knowledge is necessary for academic achievement, teaching students these strategies are proposed.

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Type of Study: Orginal | Subject: Special
Received: 2015/06/20 | Accepted: 2016/08/20 | Published: 2016/10/19

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