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Volume 24, Issue 152 (10-2025)
Journal of Psychological Science 2025, 24(152): 153-169 |
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cheshmazar N, telepasand S, sotodeh N. (2025). The Efficacy of Teaching vark's Cognitive Learning Styles and Metacognitive Strategies on achievement of students in subject of science. Journal of Psychological Science. 24(152), 153-169. doi:10.61186/jps.24.152.153
URL: http://psychologicalscience.ir/article-1-2577-en.html
URL: http://psychologicalscience.ir/article-1-2577-en.html
Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. , siatelepasand@semnan.ac.ir
Abstract: (957 Views)
Background: Numerous factors can influence students' academic achievement. Two important and practical approaches in this area are metacognitive strategies and VARK learning styles, each uniquely designed to facilitate learning and deepen understanding. Previous studies have separately examined the effectiveness of each approach in enhancing students' learning and academic progress. However, a significant research gap exists regarding a direct comparison of the effectiveness of these two approaches in improving students' learning and academic achievement.
Aims: This study aimed to compare the effectiveness of VARK cognitive learning styles training and metacognitive strategies on students' science achievement.
Methods: The present study employed a quasi-experimental design with a pre-test, post-test, control group, and one-month follow-up. The statistical population included all first-grade male secondary school students in Tehran in the 2020-2021 academic year, totaling 2,400 students according to the latest official statistics from the Tehran Department of Education. Using convenience sampling, 69 students were selected and assigned to three groups (23 students per group). The first experimental group received metacognitive strategy training, the second experimental group received VARK learning styles training, and the control group received no intervention. Data were collected using a researcher-made science achievement test. The data were analyzed using repeated measures ANOVA in SPSS version 27.
Results: The results indicated that VARK cognitive learning styles training positively impacted students' science achievement (P< 0.05). Additionally, metacognitive strategy training positively affected students' science achievement (P< 0.05). Furthermore, findings showed a significant difference in the impact of VARK cognitive learning styles and metacognitive strategies on science achievement (P< 0.05).
Conclusion: The results of this study can assist educational policymakers and curriculum designers in selecting appropriate methods to enhance students' learning and academic achievement. Furthermore, the findings may serve as a valuable guide for teachers and educational counselors in identifying and implementing effective teaching methods that meet the diverse learning needs of students, thereby improving educational quality and supporting active and independent learning.
Type of Study: Research |
Subject:
Special
Received: 2024/08/24 | Accepted: 2024/10/26 | Published: 2025/11/6
Received: 2024/08/24 | Accepted: 2024/10/26 | Published: 2025/11/6
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)