A Comparative Study on the Effectiveness of Cognitive and Metacognitive Learning Strategies in Goal Orientation

Abstract

The study was designed and carried out to examine the comparison of the effectiveness of cognitive and metacognitive learning strategies in the goal orientation of students in Tehran in the academic year of 2022-2021. The study was carried out as quasi-experimental with pretest and posttest along with control and follow-up groups. Random sampling method was used to select the sample. Firstly, one university was randomly selected from the universities. Then, 3 classrooms were selected from that university, and 30 students were randomly selected according pre-determined inclusion and exclusion criteria from them. Then, they were placed in experiment groups 1 and 2 and the control group. Firstly, pre-test was performed for all three groups, then one group was taught cognitive learning strategies and the other metacognitive learning strategies. However, there were no intervention in the control group and in the end, post-test was administered to all three groups. Bouffard et al. (1998) goal orientation questionnaire was used for data collection and mixed-design analysis of variance for data analysis. The results indicated that the students' goal orientation had increased given the mean scores of pre-test, post-test, and comparing them with the control group. Moreover, after one month the follow-up test was administered, which showed the post-test changes remained stable and constant.