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Impact of Teaching Cognitive and Metacognitive Learning Strategies on Academic Achievement among Nursing Students
Naser Heidari, Sara Haghighat, Meysam Haji Mohammadi Arani , Fateme Ghorbani, Jamal Ashoori,
Volume 13, Issue 1 (6-2016)
Abstract

Background: Cognitive and metacognitive learning strategies are identified as important solutions for improving academic achievement. This study aimed toevaluate the effect of teaching cognitive and metacognitive learning strategies on academic achievement among nursing students.

Methods: This Study was an experimental with pretest and posttest and follow-updesign.  The study population included all nursing students atIslamic Azad University of Pishva during 2013-14. Overall, 40 students were chosen byconvenience sampling technique and randomly divided into two groups (20 subjects in each group) of experimental and control. Students in the experimental group received 10 sessions of 70 minutes long (twice a week) training for cognitive and metacognitive strategies, while the control group received no training. All students completed a teacher-made academic achievement testat the pretest, posttest, and follow-up phases. Data were analyzed usingrepeated measures ANOVA technique.

Results: The mean value of the experimental group (16.67 ± 3.58) was higher than the control group (13.47 ± 2.37) at the posttest phase. Themean value of the experimental group (16.29 ± 3.74) was higher than the control group (12.93 ± 2.84) at the follow-up phase. In addition, there were significant differencesbetween mean valuesat the posttest and follow up phases and mean valueatthe pretest phase. However, there was no significant difference between the mean values of the posttest phase and the follow-up phase.

Conclusion: The results of this study indicate that teaching cognitive and metacognitive learning strategies improves academic achievement in students at posttest and follow-up phases. Thus, academic teachers may teach these useful strategies to the students to improve their academic achievement.


Comparison of Teacher Evaluation Indices from the Perspective of Students and Teachers at Alborz University of Medical Sciences
Touran Bahrami Babaheidari, Siamak Amiri , Zohreh Mahmoodi , Marjan Haj Firooz Abadi , آقا Sara Rahimi, Hadi Soleymani Sartangi , Arman Latifi,
Volume 18, Issue 2 (7-2021)
Abstract
Background: Teacher evaluation is an essential and useful tool for decision making and determining appropriate teaching policies, especially in universities. The present study aimed to compare the teacher evaluation indices from the perspective of students and teachers at Alborz University of Medical Sciences, Iran.
Methods: The present descriptive-analytical study was conducted in 2013 on 34 faculty members and 418 students at Alborz University of Medical Sciences in Karaj, Iran. Data were collected using a researcher-made questionnaire on demographic characteristics, target group, appropriate time for teacher evaluation and opinions of faculty members and students about the twenty indices of teacher evaluation. The data were analyzed with SPSS 16 using descriptive statistics, mean test and Pearson correlation coefficient.
Results: The most effective target groups for teacher evaluation from the perspective of teachers were elite students (58.9%) and normal students (20.6%), while the most effective target groups for teacher evaluation from the perspective of students were normal students (42.1%) and teachers (14.1%).
Conclusion: Based on the results of the present study, we suggest using the criteria agreed by the teacher and students, revising the teacher evaluation forms, not limiting the evaluation process to the students' opinion, conducting self-evaluation by the teachers, conducting continuous evaluation at different times of the semester, a survey of teachers in preparing forms and summarizing and concluding the evaluations.

Effect of Self-Care Training Based On VARK Learning Style Preference on Blood Pressure of Patients with Hypertension
Zeinab Ghorbani, Elham Imani, Saeed Hoseini Teshnizi,
Volume 19, Issue 1 (1-2022)
Abstract
Background: Hypertension has been a global public health crisis. Complications of hypertension can be reduced by educating patients. Consideration of the learning styles of patients is important for effective education. The aim of this study was to determine effects of self-care training based on visual, aural, reading/writing, and kinesthetic (VARK) learning style preference on blood pressure of hypertensive patients.
Methods: This semi-experimental study was conducted in Bandar Abbas, South of Iran in 2019. Forty-four eligible patients who were referred to six comprehensive health centers in Bandar Abbas were selected by convenience sampling and then allocated into four visual, aural, reading/writing, and kinesthetic groups based on the results of the VARK learning style questionnaire.
Educational interventions were performed according to patients' learning style preference in four sessions. To evaluate effectiveness of the training, patients' blood pressure was measured before the intervention and two months after the intervention. Data were analyzed with SPSS 16 software using paired t-test, Wilcoxon test, and one-way analysis.
Results: After the educational intervention, a statistically significant difference was observed in the mean systolic and diastolic blood pressures of all patients (P<0.001). After the intervention, the mean systolic blood pressure did not change significantly in the kinesthetic group (P>0.05) but decreased significantly in other groups (P<0.05). In addition, the mean diastolic blood pressure decreased significantly after the intervention in all study groups (P<0.05).
Conclusion: Providing education based on the preferred learning style can be an effective way to educate patients with hypertension in comprehensive health care centers across the country.

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