Effectiveness of Metacognitive Learning Strategies in Working Memory among University Students

The present study aimed to investigate the effectiveness of metacognitive learning strategies in working memory among university students. This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included ۲۶۸ students at Applied Sciences and Technology University in Tehran in ۲۰۲۲. The convenience sampling method was employed to select ۳۰ students randomly assigned to two groups with ۱۵ participants, i.e., the metacognitive training (experimental) and the control groups. The experimental group received ۱۰ sessions of metacognitive strategy training based on the protocol of Wells (۲۰۱۱). Daneman and Carpenter's (۱۹۸۰) working memory test was conducted to collect data which were then analyzed using the repeated measures analysis of variance in SPSS. According to the findings, the pretest mean scores of the experimental group for storage and processing differed significantly from those of the posttest and follow-up stages (p<۰.۰۱). Furthermore, in terms of information storage and processing, there was a statistically significant difference between the mean scores of the experimental group and those of the control group (p<۰.۰۵). Thus, it can be stated that metacognitive learning strategies had a positive effect on improving the working memory of university students. University instructors can enhance students’ learning by creating conducive conditions for acquiring metacognitive strategies and fostering an engaging and appropriate educational environment.

Keywords:

Learning , Metacognitive , working memory , Students