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

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Information Journal Paper

Title

IMPACT OF TEACHING COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG NURSING STUDENTS

Pages

  19-24

Abstract

 Background: Cognitive and metacognitive learning strategies are identified as important solutions for improving ACADEMIC ACHIEVEMENT. This study aimed to evaluate the effect of TEACHING cognitive and metacognitive learning strategies on ACADEMIC ACHIEVEMENT among NURSING STUDENTS.Methods: This Study was an experimental with pretest and posttest and follow-up design. The study population included all NURSING STUDENTS at Islamic Azad University of Pishva during 2013-14. Overall, 40 students were chosen by convenience sampling technique and randomly divided into two groups (20 subjects in each group) of experimental and control. Students in the experimental group received 10 sessions of 70 minutes long (twice a week) training for COGNITIVE AND METACOGNITIVE STRATEGIES, while the control group received no training. All students completed a teacher-made ACADEMIC ACHIEVEMENT test at the pretest, posttest, and follow-up phases. Data were analyzed using repeated measures ANOVA technique.Results: The mean value of the experimental group (16.67 ± 3.58) was higher than the control group (13.47± 2.37) at the posttest phase. The mean value of the experimental group (16.29 ± 3.74) was higher than the control group (12.93 ± 2.84) at the follow-up phase. In addition, there were significant differences between mean values at the posttest and follow up phases and mean value at the pretest phase. However, there was no significant difference between the mean values of the posttest phase and the follow-up phase.Conclusion: The results of this study indicate that TEACHING cognitive and metacognitive learning strategies improves ACADEMIC ACHIEVEMENT in students at posttest and follow-up phases. Thus, academic teachers may teach these useful strategies to the students to improve their ACADEMIC ACHIEVEMENT.

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    APA: Copy

    HEIDARI, NASER, HAGHIGHAT, SARA, HAJI MOHAMMADI ARANI, MEYSAM, GHORBANI, FATEMEH, & ASHOORI, JAMAL. (2016). IMPACT OF TEACHING COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG NURSING STUDENTS. JOURNAL OF RESEARCH DEVELOPMENT IN NURSING AND MIDWIFERY, 13(1), 19-24. SID. https://sid.ir/paper/687712/en

    Vancouver: Copy

    HEIDARI NASER, HAGHIGHAT SARA, HAJI MOHAMMADI ARANI MEYSAM, GHORBANI FATEMEH, ASHOORI JAMAL. IMPACT OF TEACHING COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG NURSING STUDENTS. JOURNAL OF RESEARCH DEVELOPMENT IN NURSING AND MIDWIFERY[Internet]. 2016;13(1):19-24. Available from: https://sid.ir/paper/687712/en

    IEEE: Copy

    NASER HEIDARI, SARA HAGHIGHAT, MEYSAM HAJI MOHAMMADI ARANI, FATEMEH GHORBANI, and JAMAL ASHOORI, “IMPACT OF TEACHING COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT AMONG NURSING STUDENTS,” JOURNAL OF RESEARCH DEVELOPMENT IN NURSING AND MIDWIFERY, vol. 13, no. 1, pp. 19–24, 2016, [Online]. Available: https://sid.ir/paper/687712/en

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