چکیده:
performance in female high school students.
METHODS: The study was quasi‑experimental with pretest–posttest and random assignment and
control group. The sample consisted of 60 individuals selected randomly who were divided into two
groups, i.e., one experimental group and one control group. Data were collected through scale of
anxiety test Sarason test anxiety scale (SAT) and students’ marks in the middle‑term examination
and the final examination were collected from the history book. At first, both experimental and control
groups were pretested through test anxiety scale. Their marks in the middle‑term examination in history
were considered. Then, cognitive learning strategies, including repeating and reviewing, expanding,
summarizing, comparing and organizing, were reached to experimental group in four sections. Both
groups were posttested again by SAT after the intervention. Descriptive statistics (mean and standard
deviation) and inferential statistics (t‑independent) were used to analyze data with SPSS‑21 software.
RESULTS: The results of dependent and independent groups t‑tests showed a significant difference
between pretest and posttest scores of the experimental and control group (P < 0.05).
CONCLUSION: Hence, it was concluded that training on cognitive learning strategies has a positive
effect, leading to a reduction of test anxiety and enhancement of the guidance school girls’ educational
performance.
خلاصه ماشینی:
CONCLUSION: Hence, it was concluded that training on cognitive learning strategies has a positive effect, leading to a reduction of test anxiety and enhancement of the guidance school girls' educational performance.
Using proper learning strategies, balanced self-confidence, and release from anxiety are necessary for academic achievement, however, they declare that having high levels of test anxiety is not only reason of academic failures and other factors such as deficit in studding approach, kind and reduction of progress motivation, weak organization, and improper process of information are engaged in it.
showed that using cognitive and meta-cognitive learning strategies leads to improvement of students' academic achievement and reduces their test anxiety.
showed that group therapy based on pervasive consciousness in comparison to teaching study skills were more effective in reducing students' test and trait anxiety.
Therefore, this study was done with the aim of investigating the effectiveness of simple and applied strategy to reduce this problem and as well as determining the role of teaching cognitive learning skills in decline of test anxiety and improvement of academic improvement of female high school students.
This study aimed to effectiveness of cognitive learning strategies on test anxiety and school performance in girl high school students.
In other words, teaching learning strategies succeeded in reducing test anxiety and improving academic achievement of experimental group participants.