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payame Noor University , fsohieli@gmail.com
Abstract:   (458 Views)
Purpose: The purpose of this study was to determine the role of Additional book reading programs (reading sessions, school sessions and congruence) on meta-cognitive awareness of study strategies (general study, supportive study, and problem solving study) of high school students in the Sahneh city.
Method: This research is a semi-experimental study using pretest-posttest design with three groups of tests and one control.  The research population includes all female high school students (first to fourth grade) in Sahneh city in the academic year 2017-2018 )1397-1396( Whose total number is 1098. In this research, cluster random sampling was used to select a sample. 60 students who had criteria for entering the research were selected. The data collection tool was a metacognitive standard awareness questionnaire of Mokhtari and Richard study strategies (2002). Validity of the questionnaire was confirmed by the opinion of psychology and Knowledge and Information science professors. The reliability of the questionnaire for the overall subscale of the overall study strategy was 0.733, for the subscale of the supportive research strategy was 0.829 and for the problem-solving study strategy was 0.771.
Findings: The findings of this study showed that the mean scores of meta-cognitive awareness of the study strategies in general and its components before and after the intervention in the school meeting group were not significantly different. The mean scores of meta-cognitive awareness of the study strategies in general and its components after intervention were significantly higher in the scoring group than before. The mean score of reading strategies, problem solving strategies, and reading support strategies before and after intervention in control group was not significantly different, but the mean metacognitive awareness score of the overall study strategies in the control group after intervention before that, there was a significant decrease. Mean changes in meta-cognitive awareness score from the study strategies in general and its components before and after intervention were significant.
Conclusion: The book reading additional programs can make students' metacognitive awareness of the study strategies more effective and efficient. With regard to these programs that can be applied at educational centers (at all levels), educational and cultural institutions of the country should have a thorough and coherent planning in this regard.
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Type of Study: quantitative |
Received: 2019/02/16 | Accepted: 2019/11/9

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