THE EFFECT OF TEACHING LEARNING STRATEGIES ON EDUCATIONAL IMPROVEMENT: A META-ANALYTIC STUDY WITH AN EMPHASIS ON THE MODERATING ROLE OF GENDER1

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ERFANI ADAB ELHAM; MESRABADI JAVAD; ZAVVAR TAGHI

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: Educational Measurement Year:2013 | Volume:4 | Issue:11 Page(s): 1-31

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Title

THE EFFECT OF TEACHING LEARNING STRATEGIES ON EDUCATIONAL IMPROVEMENT: A META-ANALYTIC STUDY WITH AN EMPHASIS ON THE MODERATING ROLE OF GENDER1

Author(s)

ERFANI ADAB ELHAM | MESRABADI JAVAD | ZAVVAR TAGHI | Issue Writer Certificate

Keywords

META-ANALYSISQ2

LEARNING STRATEGIESQ2

COGNITIVE AND METACOGNITIVE STRATEGIESQ2

EDUCATION IMPROVEMENTQ2

Abstract

Background: Over the past two decades, many researchers have examined the effect of teaching LEARNING STRATEGIES on educational improvement of students through experimental and quasi-experimental studies, which yielded different results. Thus, it is essential to use META-ANALYSIS study to resolve discrepancies and present a general result.Objectives: The present study aims to combine quantitative results from different studiesconcerning causal relationship between LEARNING STRATEGIES and educational improvement.Methods: To do so, the quantitative findings of 28 researches were used and their effect size was calculatedas 53. The studies used in this research were conducted in and collected from different universities and research centers including ShahidRajaee University, ShahidBeheshti University, Tarbiat Moallem University of Tehran, University of Tehran, Alzahra University, AllamehTabataba’i University, TarbiatModares University, Shahid Chamran University of Ahvaz, University of Shiraz, University of Isfahan, University of Tabriz, Institute of Educational Studies, Iranian Research Institute for Scientific Information and Documentation, and databases of Magiran, Noormags, and SID. After analyzing entry and exit criteria, Statistical indicators of the selected researches were analyzed using CMA version 2.Results: The combined results showed that teaching LEARNING STRATEGIES had a significant effect on the educational improvement of both male and female learners.Therefore, it can beconcluded thatgender does not have a moderating role on the relationship between teaching LEARNING STRATEGIES and educational improvement.Conclusion: Given the results of the META-ANALYSIS on the large effect size of teaching LEARNING STRATEGIES on EDUCATION IMPROVEMENT, as well as the existing theories such as the theory of metacognition and information processing, it can be concluded that teaching LEARNING STRATEGIES can be effective on the indicators of educational improvement of learners.

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APA: Copy

ERFANI ADAB, ELHAM, MESRABADI, JAVAD, & ZAVVAR, TAGHI. (2013). THE EFFECT OF TEACHING LEARNING STRATEGIES ON EDUCATIONAL IMPROVEMENT: A META-ANALYTIC STUDY WITH AN EMPHASIS ON THE MODERATING ROLE OF GENDER1. TRAINING MEASUREMENT, 4(11), 1-31. SID. https://sid.ir/paper/214511/en

Vancouver: Copy

ERFANI ADAB ELHAM, MESRABADI JAVAD, ZAVVAR TAGHI. THE EFFECT OF TEACHING LEARNING STRATEGIES ON EDUCATIONAL IMPROVEMENT: A META-ANALYTIC STUDY WITH AN EMPHASIS ON THE MODERATING ROLE OF GENDER1. TRAINING MEASUREMENT[Internet]. 2013;4(11):1-31. Available from: https://sid.ir/paper/214511/en

IEEE: Copy

ELHAM ERFANI ADAB, JAVAD MESRABADI, and TAGHI ZAVVAR, “THE EFFECT OF TEACHING LEARNING STRATEGIES ON EDUCATIONAL IMPROVEMENT: A META-ANALYTIC STUDY WITH AN EMPHASIS ON THE MODERATING ROLE OF GENDER1,” TRAINING MEASUREMENT, vol. 4, no. 11, pp. 1–31, 2013, [Online]. Available: https://sid.ir/paper/214511/en

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