The effect of cognitive and metacognitive strategies in academic achievement: A systematic review
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Abstract
The existence of different researches on the relationship between learning strategies and academic achievement indicates
the positive and efficient influence of these strategies on the learning process. The present study was conducted using the
systematic review method, and with the aim of investigating the effect of cognitive and metacognitive strategies on
academic achievement. The population of the present study is available studies related to the effects of cognitive and
metacognitive strategies on academic achievement in Iran and abroad. The period of investigation of internal articles was
from 2004 to 2014, and the period of the investigation of articles published in other countries was from 2000 to 2014. The
results of different research indicated that learning strategies such as cognitive and metacognitive strategies have had the
most effects on academic achievement of school and university students in different courses. In general, it can be said that
learning strategies, from each type (cognitive and metacognitive) in all studies (experimental, quasi-experimental, relational
or correlational), in all learners (females and males) are very effective on the degree of their learning in different courses
(experimental sciences, mathematics, and English Language).
Keywords: Systematic review, learning strategies, cognitive and metacognitive strategies, academic achievement.
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