Effect of Teaching Meta-Cognition Package (Critical Thinking, Problem Solving and Meta-Cognition Approaches) on the Motivation and the Scholastic Achievement of Male Students of First Grade High School

This paper tends to study the effect of teaching meta-cognition package (critical thinking, problem solving and meta-cognition approaches) on the motivation and the scholastic achievement of male students of first grade high school in Korram Abad. This study was quasi-experimental and was done with the pretest-posttest design with the control group. The statistical population includes all the male students of first grade high school in Korram Abad in 2014-2015 school year out of which two classes were selected through multi-stage cluster random sampling as experimental and control groups. This study used Harter's classroom affect and motivational scale (1981). Moreover, grade point average was used to evaluate the scholastic achievement of the students. To analyze the data, we used descriptive statistics indexes (mean and standard deviation) and inferential statistics tests (multivariable analyze of covariance). Based on the obtained results, teaching meta-cognition package increases students’ internal motivation and scholastic achievement. Therefore, providing descent conditions and emphasizing on meta-cognition, critical thinking and problem solving can increase the students’ motivation and scholastic achievement