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1- MA Student, Sistan and Baluchestan University, Zahedan, Iran
2- Sistan and Baluchestan University, Zahedan, Iran , balaghat@edpsy.usb.ac.ir
3- University of Sistan and Baluchestan, Zahdan, Iran
Abstract:   (855 Views)
The effectiveness of teaching cognitive and metacognitive strategies on students' cognitive outputs has been confirmed in numerous studies. Cognitive flexibility is one of the students’ characteristics, which is related to the ability of open-minded thinking in learners. Consequently, the current study aimed to examine the effectiveness of cognitive and meta-cognitive strategies teaching on the academic achievement in Social Studies and cognitive flexibility in high school students. The method of the present study was quasi-experimental with pre-test and post-test design with control group. Participants were 38 high school students who selected by accessible sampling method and assigned to experimental and control groups (19 students in each group). We used a Teacher made academic achievement test and Actively open-minded thinking scale for collecting data. The experimental group received cognitive and meta-cognitive strategies teaching in eight sessions. The results indicated that the cognitive and meta-cognitive strategies instruction improved the academic achievement and cognitive flexibility in the experimental group compared to the control group. Overall, the insights gained from this study can be used to guide teachers to identify the most effective strategies for enhancing the cognitive and metacognitive outputs in students.
Type of Study: Original | Subject: Educational Psychology
Received: 2022/03/13 | Accepted: 2022/07/7

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