The Predictive Level of Cognitive and Meta-Cognitive Strategies on Academic Achievement

Uğur Akpur

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Abstract


The aim of this research is to determine the structural relationship pattern between rehearsal, elaboration, organization and critical thinking strategies and academic achievement. 414 university students attending a public university in Istanbul participated in the study. As a data collection tool, “Motivated Strategies for Learning Questionnaire” was applied to the participants. Academic achievement scores of the students were determined by the English Proficiency Exam (EPE) conducted by the institution. The data obtained from the study were analysed through Structural Equation Modelling (SEM) and by using AMOS 22.0 statistical software program. Findings revealed that rehearsal and elaboration strategies did not predict academic achievement in a meaningful way. On the other hand, critical thinking and organizational strategies were found to be statistically significant in predicting academic achievement. In addition, the results demonstrated that there was a statistically significant and positive relationship between rehearsal, elaboration, organization and critical thinking strategies.

Keywords


Language, Teaching, EFL, Critical thinking, Elaboration Organization, Rehearsal, Learning strategies

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References


Akpur, U. (2021). The predictive level of cognitive and meta-cognitive strategies on academic achievement. International Journal of Research in Education and Science (IJRES), 7(3), 593-607. https://doi.org/10.46328/ijres.1444




DOI: https://doi.org/10.46328/ijres.1444

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Copyright (c) 2021 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)