The Effect of Teaching Metacognitive Strategies on Students’ Metacognitive Awareness: A Study in School of Health at Kermanshah University of Medical Sciences

Abstract

Introduction: Studies show that metacognitive awareness is necessary for students’ academic achievement. Some factors affect the development of this awareness. The aim of this study is to assess the effect of teaching metacognitive strategies on metacognitive awareness of students of school of health in Kermanshah University of Medical Sciences. Methods: This quasi-experimental study was performed on case and control groups and evaluated them by post-test. Study population included 300 students of school of health at Kermanshah University of Medical Sciences in 2011. A sample of 70 students (35 in experiment and 35 in control group) were selected by systematic randomization. Experiment group received education on metacognitive strategies while control group did not. Then, metacognitive awareness of both groups was evaluated by standard questionnaire of Metacognitive Awareness Inventory (MAI). Data was analyzed using t-test. Results: Findings showed that the mean score of students in experiment group (209.06±24.01) was significantly higher than that of control group (173.03±18.01) and (p=.001). This difference was significant considering the two factors of metacognitive knowledge and regulation (p=.001). Moreover, the mean score of male students regarding metacognitive knowledge and regulation was significantly more than mean score of female students. However this difference was not significant among students of different disciplines. Conclusion: With regard to the positive impact of teaching metacognitive strategies on metacognitive knowledge and its significance in academic achievement, it is recommended to provide students with education of metacognitive strategies.

Keywords

• metacognition
• metacognitive awareness
• metacognitive strategies
• self regulation
• educational effectiveness