INVESTIGATING THE EFFECT OF SELF- REGULATED LEARNING STRATEGIES TRAINING ON FEMALE FIRST-GRADE HIGH SCHOOL STUDENTSʼ MATH LEARNING AND ANXIETY IN BOSTAN ABAD IN THE ACADEMIC YEAR 2015-2016

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HASSANI ZANGBAR TAHEREH; LIVARJANI SHOLEH

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Paper Information

Journal: (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES Year:2017 | Volume:10 | Issue:39 Page(s): 69-93

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Title

INVESTIGATING THE EFFECT OF SELF- REGULATED LEARNING STRATEGIES TRAINING ON FEMALE FIRST-GRADE HIGH SCHOOL STUDENTSʼ MATH LEARNING AND ANXIETY IN BOSTAN ABAD IN THE ACADEMIC YEAR 2015-2016

Author(s)

HASSANI ZANGBAR TAHEREH | LIVARJANI SHOLEH | Issue Writer Certificate

Keywords

SELF- REGULATED LEARNING STRATEGIESQ2

ANXIETYQ2

LEARNINGQ2

MATH LEARNINGQ2

Abstract

The present study aimed to investigate the effect of self-regulated LEARNING strategies training on female first-grade high school studentsʼ math LEARNING and ANXIETY in Bostan Abad in the academic Year 2015-2016. It was a quasi- experimental research in which initially 40 students were chosen from the statistical population. They were selected through random stratified sampling from among those with high ANXIETY. The particpants were then assigned to two groups of experimental and control each containing 20 students. Both groups completed the Beckʼs ANXIETY questionnaire and took the LEARNING math test. The experimental group tater received training on self-regulated LEARNING strategies for eight sessions. The control group did not recive any training in this regard. At the end of the treatment, both groups completed the ANXIETY questionnaire and took the math test again.The face validity of the instruments was examenid and their relibilty was confirmed using Chronbachʼs Alpha. The analyses of the results conducting ANOVA revealed that self - regulated LEARNING strategies training was effective in improving studentsʼ math LEARNING. Moreover, it was found that self-regulated LEARNING strategies training decreased studentdʼ ANXIETY.

Cites

Determination of the Relationship between Self-efficacious Beliefs, Goals of Progress and the Learning Strategies with Academic Achievement of students

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APA: Copy

HASSANI ZANGBAR, TAHEREH, & LIVARJANI, SHOLEH. (2017). INVESTIGATING THE EFFECT OF SELF- REGULATED LEARNING STRATEGIES TRAINING ON FEMALE FIRST-GRADE HIGH SCHOOL STUDENTS? MATH LEARNING AND ANXIETY IN BOSTAN ABAD IN THE ACADEMIC YEAR 2015-2016. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 10(39 ), 69-93. SID. https://sid.ir/paper/183374/en

Vancouver: Copy

HASSANI ZANGBAR TAHEREH, LIVARJANI SHOLEH. INVESTIGATING THE EFFECT OF SELF- REGULATED LEARNING STRATEGIES TRAINING ON FEMALE FIRST-GRADE HIGH SCHOOL STUDENTS? MATH LEARNING AND ANXIETY IN BOSTAN ABAD IN THE ACADEMIC YEAR 2015-2016. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES[Internet]. 2017;10(39 ):69-93. Available from: https://sid.ir/paper/183374/en

IEEE: Copy

TAHEREH HASSANI ZANGBAR, and SHOLEH LIVARJANI, “INVESTIGATING THE EFFECT OF SELF- REGULATED LEARNING STRATEGIES TRAINING ON FEMALE FIRST-GRADE HIGH SCHOOL STUDENTS? MATH LEARNING AND ANXIETY IN BOSTAN ABAD IN THE ACADEMIC YEAR 2015-2016,” (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, vol. 10, no. 39 , pp. 69–93, 2017, [Online]. Available: https://sid.ir/paper/183374/en

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