Allameh Tabataba’i University Educational Psychology 2538-3183 6 18 2010 09 23 Investigating the effect of training learning strategies (cognitive and metacognitive) on working memory performance of high school girl students Investigating the effect of training learning strategies (cognitive and metacognitive) on working memory performance of high school girl students 104 130 2292 FA Shiva Moftakhari Hajimirzaei (MA) Hassan Asadzadeh (PhD) Yousef Karimi (PhD) Journal Article 2011 01 30 his study aimed to investigate the effect of training learning strategies (cognitive and metacognitive) on working memory performance of high school girl students in Tehran city. The statistical society comprised all the high school girl students in Tehran in the academic year of 1387-88. Among them, 175 people were selected using cluster sampling method. Then, performing working memory test (adapted from Daneman and Carpenter, 1980) and forty-four integrated questionnaire of learning strategies (Karami, 1381), 40 students who scored lower than the average in the two tests were selected. Then, 20 subjects were randomly replaced in the control group and 20 others in the experimental group. Experimental group were trained learning strategies for 10 sessions of one hour per week. After training sessions, working memory of both control and experimental groups were measured. Data obtained from pre-test and post-test, were analyzed using <em>t</em> test for independent groups. Findings showed that knowledge and use of cognitive and metacognitive learning strategies has a positive effect on working memory performance. These results may have some implications for effective teaching and learning which will be discussed in the present paper. his study aimed to investigate the effect of training learning strategies (cognitive and metacognitive) on working memory performance of high school girl students in Tehran city. The statistical society comprised all the high school girl students in Tehran in the academic year of 1387-88. Among them, 175 people were selected using cluster sampling method. Then, performing working memory test (adapted from Daneman and Carpenter, 1980) and forty-four integrated questionnaire of learning strategies (Karami, 1381), 40 students who scored lower than the average in the two tests were selected. Then, 20 subjects were randomly replaced in the control group and 20 others in the experimental group. Experimental group were trained learning strategies for 10 sessions of one hour per week. After training sessions, working memory of both control and experimental groups were measured. Data obtained from pre-test and post-test, were analyzed using <em>t</em> test for independent groups. Findings showed that knowledge and use of cognitive and metacognitive learning strategies has a positive effect on working memory performance. These results may have some implications for effective teaching and learning which will be discussed in the present paper. https://jep.atu.ac.ir/article_2292_ca6ac47b9a1fd4a1b89f78dffd995bc2.pdf