The Effect of Metacognitive Based Education on Student’s Educational Achievement and Metacognitive Awareness in Science Curriculum of Guidance Schools

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 The purpose of this paper is to study the effect of metacognitive-based education on student’s educational achievement and metacognitive awareness in science curriculum of guidance schools. The research method was quasi-experimental. The statistical population was 8271 students from Shiraz guidance schools. The statistical sample comprised of 8 classes including 228 students chosen by cluster random sampling. They were assignment to the experimental (111) and control (117) groups. The data collection tools were: The Metacognitive Awareness Inventory and Educational Achievement Test. The validity and reliability of these tools were examined and validated. To analyse the data, the descriptive statistics (mean and standard deviation), T.test and analysis of variance were used. The results indicated that the educational achievement, mean scores and metacognitive awareness in the experimental group was significantly higher than that of control group (p < 0.001). In addition, the level of metacognitive awareness of the experimental group was significantly higher than that of control group (p < 0.001). There were significant differences between the experimental and the control groups of metacognitive awareness with regard to sex (p < 0.001). However, their educational achievements did not show significant differences. Furthermore, the scores of both groups for metacognitive and inferential questions were significantly different. (p < 0.001)

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