TY - JOUR
ID - 2530
TI - The effectiveness of teaching cognitive and metacognitive strategies on problem solving, Numerical memory and Mathematics self-efficacy in students
JO - Biquarterly Journal of Cognitive Strategies in Learning
JA - J.PSYCHOGY
LA - en
SN - 2423-7906
AU - gasemi gheshlagh, mahsa
AU - sepehrianazar, firouzeh
AU - keyhan, javad
AD -
AD - Academic member of urmia university
AD - assistant professor of Urmia university
Y1 - 2018
PY - 2018
VL - 6
IS - 11
SP - 215
EP - 232
KW - Cognition- Metacognition strategies
KW - Numerical memory
KW - Mathematics self-efficacy and Problem solving
DO - 10.22084/j.psychogy.2018.14585.1649
N2 - Objective: The purpose of this study was to determine the effectiveness of cognitive and metacognitive strategies on numeral memory, mathematics self-efficacy and problem solving of students. Method: Experimental study was used with pretest-posttest design with control group. The study population consisted of all students in Urmia. Tower of London and numerical mathematics self-efficacy questionnaire and Wechsler Memory scale were used. Sample consisted of 60 members that assigned to 2 groups (30 number in experimental and 30 number in control group). The experimental group in 10 sessions of cognitive strategies - and metacognitive During these meetings, no teaching was given to the control group. Results: Considering the results of multivariate analysis of covariance different experimental group and control group mean to solve the problem with the amount of f = 44/69, 0/001 alpha level is significant. The difference between mean numerical memory test groups and control the amount of F = 12/44 at 0/001 and the mathematics self-efficacy alpha with a value of f = 8/88 in 0/004 alpha level is significant. Conclusion: Training cognitive and metacognitive intervention was effective on problem solving, number memory and mathematics self-efficacy. Therefore, based on the results of this study, the use of cognitive and metacognitive learning alongside other interventions has been proposed.
UR - https://asj.basu.ac.ir/article_2530.html
L1 - https://asj.basu.ac.ir/article_2530_bd00f2d7916363bb25bcdb10dec7bd35.pdf
ER -