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Zolfaghari H. (2019). The effectiveness of metacognitive strategies of SQP4R on critical thinking of distance education’s students. Journal of Psychological Science. 18(84), 2329-2336.
URL: http://psychologicalscience.ir/article-1-508-en.html

Background: 'Critical thinking' is a process used to interpret and evaluate information and experiences. But the key question is, does the impact of teaching metacognitive strategies on promoting critical thinking in distance education students? Aims: The purpose of this study was to investigate the effect of teaching metacognitive strategies on promoting "critical thinking" of distance education students. Method: The research was semi-experimental with pretest and posttest design with control group. The population consisted of all distance education students of Payam-e-Noor University of Hamadan in the school year of 1997-98. Tools include the California Critical Thinking Questionnaire (Fasion & Fasion, 1990) and meta-cognitive strategies training sessions (Nadi, Battalion & Gulpur, 2011). The results were analyzed by covariance analysis. Results: Teaching metacognitive strategies was effective on students' critical thinking (P<0/01). Conclusions: Meta-cognitive strategies training can be used to increase students' critical thinking.