The effectiveness of instructing cognitive and metacognitive strategies on academic achievement in experimental science lesson

The main purpose of this research was to determine the effectiveness of instructing cognitive and metacognitive strategies on female student’s academic achievement in experimental science lesson of the5th grade of primary school in Sanandaj city. The quasi-experimental has been used as research method. The statistical population included all the female students of the 5th grade of primary school of Sanandaj City. The statistical sampling of this research is 114 students who had been selected by multi-stage cluster sampling method through the statistical population. A teacher-made test has been used in order to gather the data. The collected data were analyzed by using descriptive statistical methods and Manova and Ancova tests.. The finding showed that there was a significant positive correlation between used cognitive learning strategies and the students’ averages (p≤0.001). There was a significant positive correlation between used metacognitive learning strategies and the students’ averages scores (p≤0.001). Also there was a significant difference between metacognitive strategies and cognitive students’ average scores of using cognitive and meta-cognitive strategies (p≤0.04). The use of both cognitive and metacognitive learning strategies is effective in academic achievement. The research finding showed that the difference between control and experimental group in academic achievement is significant, Thus, we can conclude that the teaching of cognitive and metacognitive strategies was effective on the academic achievement of students in experimental science lesson.