Comparison of the Effectiveness of Cooperative and Metacognition Teaching Methods on Motivational Beliefs and Self-Regulated Learning among Students

The aim of this study was to compare the effectiveness of cooperative and metacognition teaching methods on motivational beliefs and self-regulated learning in male high school students in the Lodab region.

The research was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study included all male students of the second year of high school in the Lodab region in the academic year 1399-1399, from which 60 people were randomly selected and randomly assigned in 3 groups: teaching method of cooperative teaching, metacognition teaching method, and assigned control. (20 people in each group). The two experimental groups received cooperative training based on cooperative teaching method and metacognition teaching method by a teacher in 10 one-hour sessions for 2 months, while the control group received their usual training in the classroom. The research instrument included Pintrich and Digrott (1990) Self-Governance Learning Strategies Questionnaire which was completed in two stages of pre-test and post-test.

The results of the multivariate analysis of covariance showed that intervention methods (cooperative teaching method and metacognition) were effective on the variables of motivational beliefs and self-regulated learning (P <0.01). Also, the results of comparing the effect of cooperative and metacognition teaching methods on motivational beliefs and self-learning showed that cooperative and metacognition teaching methods did not differ significantly in influencing these variables.

It can be concluded that cooperative and metacognition teaching methods can increase the motivational beliefs and self-regulated learning of students.