The Effect of Metacognition on Educational Performance and Self-Directed Learning in Sixth Grade Female Students of Shiraz Zone Two

Zahra Gholamshahian, Ahmadreza Aojinejad


The aim of this study was the effect ofmetacognition, self-directed learning and education performance of sixthgrade girls’zone 2 Shiraz. The method of this study is semi-experimental with pretest and post-test procedure for both group ( control group &experimental group).3937 sixthgrade female student population Zone 2 Shiraz were chosen as sample society,that two groups(each n =30)as amulti-stagecluster sampling in two experimental group and the control group were selected.The instrument was usedin this study, a questionnaire EPT Pham and Taylor to measure the education performance, and Fisher questionnaire to measureself-directed learning. And to analyze the data, descriptive statistics, such as mean, standard deviation, abundance,percent and inferential statistics like t independent were used.The results showed that after training metacognition to the experimental group, we conclude that the rate of creativity and education performance and self-directed learning,the experimental group is morethan the control group.And metacognition training on education performanceand self-directed learning of studentshas been effected.

DOI: 10.5901/mjss.2016.v7n2s2p49

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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