The Effects of Cognitive and Meta-cognitive Strategies Training on Self-directed Learning Readiness

The aim of this research was to determine the effects of cognitive and meta-cognitive strategies training on self-directed learning readiness and its subscales. This study used a quasi-experimental design with a pretest-posttest and a control group. The sampling was based on the multistage cluster random method. The participants were 54 students from Kerman and Rafsanjan Payamnoor universities in the fields of basic and human sciences. They were randomly assigned into two groups. After taking the pre-test, the experimental group was trained on cognitive and meta-cognitive strategies for 8 sessions, while the control group did not receive any intervention. Then the participants were evaluated by the guglielminoself-directed learning questioner. The SPSS software was used for analyzing the data, using ANCOVA. The results of this research showed that education on cognitive and meta-cognitive strategies improved self –directed learning. The most influence was on study skills, problem solving and independence learning. The findings indicated that learning strategies could affected self-directed learning readiness. Therefore, teachers should educate these strategies to their students to improve their skills.