The effect of teaching cognitive learning strategies on reading speed, comprehension and recall 10th grade male students

Document Type : Research Article

Author

Professor, Department of Measurement and Evaluation, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

10.22084/j.psychogy.2025.29518.2701

Abstract

Objective: The aim of this study was to determine the effect of teaching cognitive learning strategies on reading speed, comprehension, and memorization of easy and difficult lessons in tenth grade experimental male students.
Methods: The research method was quasi-experimental, and the quasi-experimental design with an unbalanced control group was used. Among the male students of the experimental course of the tenth grade (second cycle of secondary school) in Tehran in the academic year 1401-1402; 50 students (including two classes of 25 students) were selected using a multi-stage random cluster sampling method, and they were randomly assigned to two experimental and control groups. First, in the pre-test, the students' reading speed, comprehension, and recall were measured using a mobile phone timer and a researcher-made academic achievement test. After that, the experimental group received 14 1-hour sessions of cognitive learning strategies training. However, the control group did not receive any special training. After completing the training, their reading speed, comprehension, and recall were measured again.
Results: Data analysis using multivariate analysis of variance (MANOVA) for differential scores (difference between pre-test and post-test scores) showed that teaching cognitive learning strategies increased students' comprehension and memorization in easy and difficult Persian literature and biology lessons at an alpha level of less than 0.05 and had a positive and significant effect on reading speed in easy and difficult Persian literature and easy biology lessons. However, it had no significant effect on reading speed in difficult biology lessons
Conclusions:  The findings showed that by teaching cognitive learning strategies, students' reading speed, comprehension, and retention can be increased. Accordingly, it is suggested that teachers teach cognitive learning strategies to students.

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Main Subjects


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