The Effectiveness of Metacognitive Strategies Training on Active Memory in Students

The purpose of this study was to study the effectiveness of metacognitive strategies training on active, auditory and visual memories in students. The statistical population consists of all students of Islamic Azad University, Sari branch that have registered in the first semester of study at this university and they have volunteered to take part in the training of metacognitive strategies. According to stratified random sampling those who had registered for this course assigned to the subclasses. Then 90 person were selected randomly and the random assignment of subjects were divided into two experimental and control groups. The experimental group spent training metacognitive strategies in conjunction with the text of coursework in 9 sessions and control group did not receive special education. Wechsler Memory Scale was used to measure student's memory and subjects completed it three times, beginning and end of the semester, and after five months. Multivariate analysis of covariance was used to analyze data. Results indicated that teaching metcognitive strategies only has a positive effect on student's visual and associative memory that this positive effect not maintained at follow-up test and were not significant differences in any of the subscales between the two groups.