The Effect of Educational Technology-based Teaching, Cognitive and Metacognitive Learning Strategies on Agriculture Students Academic Achievement and Self-efficacy at Lorestan Payame Noor University, Iran

Technology-based methods of teaching and learning strategies along with cognitive and metacognitive are among active methods that affect academic achievement and self-efficacy. This experimental research was conducted to investigate this impact with pre-test, post-test design and control group. The course population was 110 agricultural students of Payame Noor University attending course research method in Agricultural Economics in the first semester of 2014-2015 academic year. The statistical samples were determined using the Cochran formula (n=60) and selected by simple random method and randomly assigned equally to three groups (two experimental group and one control group). All of them filled the teacher's educational test for academic achievement and self-efficacy Sherer questionnaire (Sherer, et al. 1982) at the pre-test, post-test and follow-up stage. The experimental groups individually trained 10 sessions of 80 minutes with educational technology and cognitive and metacognitive learning strategies, studying the methods of research in agricultural economics, course research methods in Agricultural Economics was randomly selected to study from the public courses held semi-face to face at Payame Noor University. Data were processed using SPSS version 19 software. Findings showed that there was a significant difference between the mean scores of post-test and follow-up of the experimental and control groups in both the academic achievement and self-efficacy variables. Both educational methods, in addition to improving academic achievement and self-efficacy of students, improved the student's ability to conduct research in practical terms, removed classrooms from the traditional way and in addition to theoretical learning of course research method, students familiarized with