Volume 7, Issue 3 (Autumn 2005)                   2005, 7(3): 42-50 | Back to browse issues page

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Maleki B. The Effects of Teaching Cognitive and Metacognitive Strategies in Increasing the Learning and Retention of Different School Texts. Advances in Cognitive Science. 2005; 7 (3) :42-50
URL: http://icssjournal.ir/article-1-165-en.html
Abstract:   (259 Views)
Objective: The aim of the present study was to assess the effects of teaching cognitive and metacognitive strategies on the increase in learning the three different fields of English, Physics and Social studies in the first year of high school. 
Method: The method of this study was semi-experimental, and the expanded plan in non-equivalent control group design was used. The subjects comprised 270 male first grade high school students who were selected by their teachers, and were randomly allocated to two experimental and one control groups per subject field (six experimental and three control groups in total). The first experimental group was instructed using cognitive strategies, and the second experimental group was instructed using metacognitive strategies in 10 sessions. The control group was compared with the two experimental groups based on the observations related to the pre-tests, post-tests, and retention tests (after one month). The effectiveness of cognitive and metacognitive strategy instructions were separately evaluated for easy and difficult texts according to the judgment of teachers. 
Results: The instruction of cognitive and metacognitive strategies was effective on the subject of social studies in almost all instances, and led to an increase in the academic performance of the students in both learning and retention. The instruction of cognitive strategies in the subject of physics was more effective than the instruction of metacognitive strategies. The instruction of these strategies did not have a significant effect in the subject of English language. 
Conclusion: Teaching cognitive and metacognitive strategies to students has a significant effect in increasing the level of learning and retention of subjects; therefore, teachers should aim at teaching these strategies to all students in general and to the weaker ones in particular.
Full-Text [PDF 234 kb]   (735 Downloads)    
Type of Study: Research | Subject: Special
Received: 2005/05/16 | Accepted: 2005/07/23 | Published: 2005/09/23

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