The Effects of Cognitive and Meta-cognitive Strategies Training on Self-directed Learning Readiness
Interdisciplinary Journal of Virtual Learning in Medical Sciences: April 30, 2015, 6 (1); e59066
April 20, 2015
Article Type: Research Article
July 29, 2017
April 20, 2015
M , Godarzi
M , Saeid
N . The Effects of Cognitive and Meta-cognitive Strategies Training on Self-directed Learning Readiness,
Interdiscip J Virtual Learn Med Sci.
Introduction: The aim of this research was to determine the effects of cognitive and meta-cognitive strategies training on self-directed learning readiness and its subscales. Materials and Methods: This study used a quasi-experimental design with a pretest-posttest and a control group. The sampling was based on the multistage cluster random method. The participants were 54 students from Kerman and Rafsanjan Payamnoor universities in the fields of basic and human sciences. They were randomly assigned into two groups. After taking the pre-test, the experimental group was trained on cognitive and meta-cognitive strategies for 8 sessions, while the control group did not receive any intervention. Then the participants were evaluated by the guglielminoself-directed learning questioner. The SPSS software was used for analyzing the data, using ANCOVA. Results: The results of this research showed that education on cognitive and meta-cognitive strategies improved self –directed learning. The most influence was on study skills, problem solving and independence learning. Conclusion: The findings indicated that learning strategies could affected self-directed learning readiness. Therefore, teachers should educate these strategies to their students to improve their skills.
Cognitive and Meta-Cognitive Strategies; Learning strategies; Self- Directed Learning; Students; Effectiveness of Training;
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