Investigating the Effectiveness of Teaching (Cognitive and Meta-Cognitive) Learning Strategies in the Enhancement of Academic Vitality amongst Pre-University Students and Applied Sciences and Technology University Students from Tehran

Abstract

The present study aims at investigating the effectiveness of cognitive and meta-cognitive learning strategies in the Academic Vitality of pre-university students schooling in various schools in Tehran and university students schooling in applied sciences and technology university of Tehran. The present study is applied research in terms of objectives, and it is interventional research in terms of the data gathering method. The study population included all the pre-university students schooling in Tehran’s schools and university students studying a field in Tehran’s applied sciences and technology universities. A sample was selected randomly and subjected to semi-experimental research using pretest, posttest and follow-up test with evidence and test groups. From amongst the applied sciences and technology universities and the schools in Tehran, four centers were chosen using the convenience sampling method. Ten students were selected from every four centers. The randomly selected sample includes three groups, each containing ten individuals also placed randomly into test and control (evidence) groups. The study instrument was Martin and Marsh (2008)’s academic vitality questionnaire; the extracted data were analyzed using SPSS software. In order to investigate the effectiveness of cognitive and meta-cognitive learning strategies in the academic vitality of the pre-university and university students, two-way repeated-measures ANOVA was applied. It was observed following a comparison of the scores’ means in three stages that the academic vitality mean scores have undergone increases in the posttest and follow-up test in contrast to the pretest. This is reflective of the stability of the treatment’s effects with the passing of time. The academic vitality’s mean scores were found to increase for both of the groups trained with cognitive and meta-cognitive learning strategies in the course of the treatment, and this means that the cognitive and meta-cognitive strategies’ training influences the academic vitality of the pre-university and university students.