The Effect of Instructing Cognitive - Meta cognitive Strategies (Self- Instruction) on Math Problem - Solving Performance of the Mentally Retarded Students

In this research the effect of instructing cognitive- metacognitive strategies, on the performance of the educable mentally retarded students in math problem- solving has been studied. Forty mentally retarded students (of both sexes) of two intact classes; on as experimental and the other as control group, from the first- grade of the skill- learning schools (Comprehensive Scheme) in Shiraz, made up the whole sample. A researcher- made math problem- solving test was used as a measure for the performance of either group in two pre and post- tests. After administering the pre- test, the experimental group, received a 21- hour instruction in one of the cognitive-metacognitive strategies, i.e. self- instruction. Two post- tests, one immediately and the other two weeks after instruction, were administered on both groups to determine the effect of the instructions. The results were indicative of both an instant and continuant improvement in math problem-solving performance of the experimental group; but no difference in the performance of the two sex groups were evidenced.