The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students

Abstract

This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120 students selected using multi-stage random sampling method from four majors of nursing, occupational health, family health and medicine. All the participants had passed at least two semesters. The participants participated in six cognitive and metacognitive strategies classes held by the researcher. The data were analyzed using descriptive and inferential statistical methods (independent and dependent t-tests) and variance analysis using SPSS (statistical package for the social sciences) (version 13) software. The results showed that instructing cognitive and metacognitive strategies positively affected students' academic progress and proved to be an effective learning method. The average of GPAs (general point averages) of experimental and control groups were significantly different. Instructing the strategies was significantly different across majors and genders.

Methods and strategies to promote academic literacies in health professions: a scoping review

“…Interventions to promote academic literacies were either concentrated to a specific course [ 23 , 25 , 27 – 30 , 34 – 36 , 39 , 42 , 43 , 45 , 46 ], to semesters one (first half of first year) or four (second half of second year) [ 32 ], to the nine first months of university for underprivileged students [ 41 ], or by extending the first year to two years for underprivileged students [ 24 ]. In a few studies placement and inclusion were not specified or unclear [ 31 , 37 , 38 , 40 , 47 – 51 ].…”

“…The format for describing outcomes comprised both descriptive data from surveys or questionnaires as well as from group or individual interviews. Seven studies described outcomes of interventions using statistics, in relation to improved grades or academic progress [ 23 , 25 , 34 , 35 , 38 , 41 , 43 ], and one each of increased confidence with APA referencing [ 28 ], improved writing self-efficacy [ 51 ], improved written communication [ 27 ], and improved academic literacy competency [ 31 ]. These diverse outcome measures did not allow inferences regarding effectiveness.…”

“…Fourteen studies described interventions available to all students in the course [ 23 , 25 , 28 , 29 , 31 , 32 , 34 , 37 , 38 , 42 , 45 , 46 , 50 , 52 ], and other specifically targeted student groups like Chinese nursing students in the United States [ 53 ], minority or underrepresented students [ 47 , 50 ], students with cultural and linguistically diverse backgrounds and language support needs [ 40 , 44 ], and underpriveleged students [ 24 , 41 ]. These represent different strategies within higher education for addressing student skills and development of academic literacies.…”