Evaluating the effectiveness of cognitive reading, visual and auditory therapy on cognitive performance according to gender and learning style

Issues related to the effectiveness of cognitive therapy interventions are important as a factor influencing students' performance. These issues need to think of appropriate and expedient measures to support and expand. The present research aimed to investigate the effect of three methods of cognitive reading, visual and auditory therapy on students' performance according to gender and learning style.

This was pre-experimental research with a posttest design. The research tools are the standardized questionnaires of Club learning styles and homework performance. The statistical population included undergraduate students of the research methodology course at Roudehen Azad University. 80 people were selected as a sample group using non-random and voluntary methods and were studied.

The obtained results showed that the main effect of gender factor is not significant on performance in homework. However, the main effect of learning style is significant on performance in homework. Moreover, the main effect of therapy method is significant on performance in homework. Based on the results of this research, the interactive effect of therapy method, gender and learning style is also significant on performance. Discussion and

According to the findings of this research, it can be included that cognitive therapy has a significant effect on learning style. In addition, therapists can use this method for students' academic achievement.