On the Effectiveness of Metacognition based Instruction Using Softwares on Students Self-regulation and Academic Achievement

The purpose of the current study was to determine the effectiveness of metacognition-based instruction using softwares on students´ self-regulation and academic achievement. This study involved a pretest- posttest with a control group quasi-experimental design. A sample of 105 students was drawn from a population of 12192 students of primary school in Kermanshah through random cluster sampling method. The sample members were further assigned to an experimental and a control group randomly. Research instruments were Fisher’s self-regulation questionnaire and an academic achievement test. A use was made of both descriptive (mean، standard deviation) and inferential statistics (ANOVA & ANCOVA) to analyze data. The results revealed that there was a significant difference between the students’ self-regulation and learning scores in both groups. However، no significant difference was found between the groups’ retention.