Comparison of the Effectiveness of “Metacognitive Teaching Strategies” and” Problem-Based Learning” on the Academic Self-Efficacy of Psychology Students of Abhar Azad University

Self-efficacy plays an important role in academic performance and affects the choice of task, effort, endurance, refusal and progress of individuals. The aim of this study was to compare the effectiveness of “Metacognitive Teaching Strategies” and “Problem-Based Learning” on the academic self-efficacy of psychology students of Islamic Azad University, Abhar Branch.

The research method was quasi-experimental with pre-test, post-test and 3-month follow-up. The statistical population included all undergraduate psychology students studying at Abhar Azad University in the academic year (2018-2019) of 130 people. According to Krejcie and Morgan Table, 100 of them were randomly selected from among those who scored lower than the cut-off score (80) in the “College Academic Self-Efficacy Scale”. 45 people were randomly selected and randomly assigned to three groups (two intervention groups) and one control group. Data were collected using a demographic questionnaire and “College Academic Self-Efficacy Scale”. The scale was administered to students in three stages: pre-test, post-test and follow-up. Content validity was measured by qualitative method and the reliability of the scale was measured by internal consistency method by calculating Cronbachchr('39')s alpha coefficient. Subjects of intervention group 1 participated in group training sessions on “Metacognitive Teaching Strategies” in 10 -minute 9 sessions and intervention group 2, participated in “Problem-Based Learning” in 7sessions 90-minute once a week at the end of the sessions, post-test and one-month follow-up for all three groups "College Academic Self-Efficacy Scale" was completed. Data were analyzed using SPSS .24

Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased the academic self-efficacy score of the participants in each intervention and were different from the control group during different times (P≤0.01). But there was no statistically significant difference between the two groups (P<0.05). 

Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased students chr('39')academic self-efficacy scores. It is suggested that educational professionals use these two methods of group education to improve studentschr('39') academic self-efficacy.