Impact Assessment of Self-directness and Meta-cognitive Skills on Agricultural Students’ Academic Achievement in Iran

Subject Areas : Education and training

مسعود بیژنی ¹ , علی‌اکبر رئیسی ² , ناصر ولی‌زاده ³ , نگین فلاح‌حقیقی ⁴ , مریم نیسی ⁵

1 - دانشیار گروه ترویج و آموزش کشاورزی گروه ترویج و آموزش کشاورزی دانشکده کشاورزی دانشگاه تربیت مدرس تهران، ایران
2 - دانش‌آموخته کارشناسی‌ارشد ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه تربیت مدررس، تهران، ایران.
3 - دانشجوی دکتری ترویج و آموزش کشاورزی دانشگاه شیراز
4 - استادیار آموزش کشاورزی و کارآفرینی، پژوهشکده مطالعات فناوری‌های نوین، سازمان پژوهش‌های علمی و صنعتی ایران.
5 - دانشجوی دکتری ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه شیراز، شیراز، ایران.

Received: 2020-02-02 Accepted : 2020-04-27 Published : 2021-03-01

Keywords: Academic Achievement, Agricultural Students, Meta-cognitive skills, Social Conditions, Self-directedness skills,

Abstract :

Students' academic achievement is one of main indicators in evaluating higher agricultural education. One of the most effective strategies in terms of academic achievement is to reinforce self-directness and meta-cognitive skills. The main objective of this study was to evaluate the effects of elf-directness and meta-cognitive skills on the academic achievement of agriculture students in Iran. This research was a descriptive-correlational study using a survey technique. The instrument adopted in this study was a questionnaire which validity was confirmed by a group of curriculum developers and educational planning specialists in the higher agricultural education system. Cronbach's alpha coefficients were used to determine the reliability of this scale. Cronbach's alpha values ​​for different variables showed the acceptable reliability of this instrument (0.74≤α≤0.96). The statistical population of the study consisted of the agriculture students in Iran (N=236973). The sample size was estimated to be 150 persons by using Cochran statistics and two-stage sampling method (cluster sampling and proportional stratified random sampling). The results showed that the variables self-directness, metacognitive skills, and social conditions had a positive and significant effect on the academic achievement among these students. In total, they could predict a significant percentage (68.1%) of variance for the variables academic achievement.

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