Document Type : Research Paper
Abstract
This research is an experimental study conducted to determine the effects of cognitive and met-cognitive strategies training on reducing test anxiety and increasing school performance of female third-grade guidance students in Ahwaz. The sample consisted of 84 students who were selected randomly from one randomly selected school in Ahwaz. The scales used for this study were as follows: (a) test anxiety (Abolghasemi & Najarian, 1375) and (b) GPA. The research design was a pre- and post-test experimental and control groups. The experimental groups participated in nine sessions of cognitive and metacognitive strategies training (one hour each session), which included the following topics: summarizing, questioning, meaning control, measuring, review etc. The control group received no training. Subsequenting, groups were post tested. The results of one-way ANOVA showed that the three groups were significantly different (p < 0.5) on test anxiety and school performance. Finally, this study suggests that cognitive and met cognitive strategies training reduced test anxiety of the experimental groups and increased school performance among students.
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