An assessment of the effect of training in cognitive and meta-cognitive strategies on academic achievement of the first-year high school students with academic weakness in Southern Khorasan province

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Abstract

The aim of this research was to study the effect of instruction of these strategies by school counselors, in educational progress of the students in the first year of high school, with weakness in their studies, in province of South Khorasan. The sample of research was selected with the method of available (accessible) sampling with 60 individuals (30 girl and 30 boy). In order to evaluate the effect of independent variant (instruction of strategies), criteria of changing in results of examinations of the second term (stage) from the first term, considered in two groups of trial and control. Additionally, for controlling of other variants the schools were selected from different locations and randomly. In order to control the variant of counselor's motivation and also for evaluation f the extent of learning skills by counselors, a final examination was performed without prior notification, at the end o educational-instructive course. Research results demonstrated that instruction of these strategies was ineffective in total for group of the trial, while the variant of ability-motivation of the counselor comes for interpretation, the instructions have been effective for the group. It means that the students who have instructed by motivated and capable counselors, have progressed in their studies. The effects of these instructions were different for various lessons and maximum effect observed in mathematic. Furthermore, these effects were different for two genders. © 2010 Published by Elsevier Ltd. © 2011 Published by Elsevier Ltd.

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APA

Meshkatie, H., Allahvirdiyani, K., Kahnamouei, S. B., & Lohrasbi, A. (2011). An assessment of the effect of training in cognitive and meta-cognitive strategies on academic achievement of the first-year high school students with academic weakness in Southern Khorasan province. In Procedia - Social and Behavioral Sciences (Vol. 15, pp. 3032–3034). https://doi.org/10.1016/j.sbspro.2011.04.238

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