Comparison of the effectiveness of learning strategies of summarizing, marking, underlining and conceptual mapping on understanding the content and learning speed of female students in the second year of the experimental non-profit schools of Nobat Sobh in Tehran.

The aim of the present study was to compare the effectiveness of summarizing, marking, marginalizing and conceptual mapping learning strategies on the understanding of the content and the learning speed of experimental second-year female students of non-profit Novat Sobh schools in Tehran. The design of the research was semi-experimental and pre-test-post-test with a control group. The statistical population includes all experimental second-grade female students of non-profit morning schools in Tehran in the academic year 2014-2015, 60 of them were selected as available and randomly assigned to different experimental groups and control groups. To collect information from experimental texts, a researcher-made reading comprehension questionnaire and a timer were used. SPSS 16 software and multivariate analysis of variance were used to analyze the data. The findings showed that there is a significant difference between the averages of the experimental and control groups in terms of learning speed; But there is no difference between the study speed of the experimental groups (summarization, marking and footnotes and conceptual map). There is a significant difference between the summary writing group and the control group in terms of understanding the text, but there was no significant difference between the marking and marginalizing group, conceptual map and the control group. The use of learning strategies improves the speed of learning and the use of summarizing increases students' understanding of the material.