Meta-cognitive learning strategies: The effect of training strategies on memorizing, comprehension and the speed of reading

Abstract

The aim of this study was to determine the effect of Meta-cognitive learning strategies training on memorizing, comprehension and the speed of reading easy and difficult courses for the high school first grade male students of Hamadan. To do so, 60 students were chosen in random cluster sampling and were randomly replaced in two experiment and control groups. The research designed, the pre- test post-test with control group in the curry study pre-tested was done for both group by using research-made academic achievement test that reliability and validity of it was confirmed. The experimental group was educated with cognitive learning strategies in 14 sessions, each 45 minutes, while control group did not receive any education. Then, the post-test of research-made academic achievement was carried out. The data analysis with MANOVA for differentiation scores showed that teaching cognitive learning strategies have increased memorizing and comprehension of student in easy and difficult literature and biology at the level of, while having a significant positive affection on the reading speed in easy and difficult literature and easy biology with significant no effect on the reading speed of difficult biology.