An Investigation of the Impact of Meta Cognitive Training on the Educational Performance and Creativity of the Fifth-Grade Primary School Students

The aim of this study was to examine the effect of teaching meta-cognitive strategies on the educational performance and creativity of the-fifth-grade-primary-school students. The research method was quasi-experimental with a pretest and a posttest for both experimental and control groups. The target population included 150 students of fifth-grade primary school in Kherame city. Two groups of them (44 students) were selected as the sample of the study, that is, the experimental and the control groups. In order to collect the data the Educational Performance Test (EPT) and the creativity Schafer questionnaire were used. The comments of 10 educational experts were used to determine the validity of the questionnaire. Also, the reliability of the questionnaire was calculated using the Cronbach Alfa that was about 0.84 for the creativity Schafer questionnaire and 0.74 for the Educational Performance Test. The data was analyzed using the descriptive statistical methods such as ‘mean’ and the inferential statistics such as covariance. The findings of this study indicated that meta-cognitive strategies training had significant effect on educational performance (57%) and creativity (27%).