Effectiveness of learning strategies (cognitive and metacognitive) in the academic identity development among the students of Tehran University of applied sciences

Abstract

The present study was conducted to investigate the effectiveness of teaching cognitive and metacognitive strategies in academic identity among the students of Tehran University of Applied Sciences. This is an applied research in terms of purpose and a quasi-experimental study in terms of method, with pre/post-test, follow-up phase, and control group. The statistical population included all students of the University of Applied Sciences in the academic year of 2020-2021. Due to the need for training treatment protocol, the samples (30 participants) were selected through a convenience sampling method. According to the inclusion and exclusion criteria, 20 students were randomly assigned to the experimental groups (10 in the cognitive learning strategies group and 10 in the metacognitive learning strategies group) and 10 students were assigned into to the control group. Data was collected using Waz and Isaacson Educational Identity Questionnaire (2008). Cognitive and metacognitive strategies were trained to the experimental groups for 8 sessions. Data were analyzed using two-way repeated measures ANOVA (between-subject and within-subject mixed design). The results confirmed the effectiveness of teaching cognitive strategies in academic identity development.