The effectiveness of teaching metacognitive skills on the performance and academic progress of educable intellectually disabled students

Haniye Bahmani ezat¹ Elham Rostami² Hadis Ataei³

1) Bachelor of Science in Education
2) Bachelor of Science in Education
3) Bachelor of Science in Education

IOI Code : XEFF-HHAZF
Publication : 2nd International Conference for Exceptional Children(peecuma.ir)
Abstract :
    The aim of this study was conducted with the aim of investigating the effectiveness of metacognitive skills training on the attention and progress of students with disabilities in Kermanshah city admission education. The present research method was a semi-experimental type of pre-test-post-test with control and experimental groups. The statistical sample included 20 male students from Kermanshah. A researcher-made academic achievement test was conducted for both groups as a pre-test. The experimental group received the intervention of metacognitive strategies method. The control group did not receive any intervention. After the end of the training, the researcher s academic progress test was held again for both groups as a post-test. The data were analyzed using descriptive statistics and inferential statistics including independent test between groups with SPSS software. The findings of this research showed that there was a significant difference between the performance and academic progress of the control and experimental groups in favor of the experimental group. The findings of this research showed that teaching metacognitive skills can be beneficial for the academic progress of mentally challenged students. It is suggested to strengthen the level of metacognitive strategies of mentally retarded students in order to improve performance.

Keywords : metacognitive skills mental retardation educational progress