EFFICACY OF COGNITIVE AND METACOGNITIVE STRATEGY ON EDUCATIONAL PROGRESS OF SECOND YEAR STUDENTS IN RAMSAR'S HIGH SCHOOL

In order to analyze the positive effect cognitive and metagcognitive strategy on student's educational progress, a number of 60 students of second year have been chosen occasionally. All of them were studying human science and have been divided in two different group was planned to approach a give task learning based on cognitive and metacognitive strategy. And the control group was directed to same approach but with a normal method of education which is usually expanded in school. The concept of cognitive and metacognitive system has been taught to students 6 times a moth. At first students were compelled to pass a pretest in 5 related lessons such as history, sociology, geography, Arabic language and religious studying. After the cognitive and metacognitive strategy has been taught, the post test was done. The employwd ANOVA indicates that there is a significant difference between control and experimental groups. It means that the grade point average of control group with metacognitive strategy is higher than experimental group with cognitive strategy. As conclusion, this research elucidates that in comparison with cognitive strategy, the teaching of metacognitive strategy has more positive effect on students, progress. Indeed, it could be high school students in field of human sciences.