The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills.

Abstract

The aim of the present research is to identify the effect of teaching motivated strategies for learning on students’ cognitive and metacognitive skills. This research is a semi-experimental study with pre-test and post-test procedures. 46 students who obtained less than 162.5 scores in motivated strategies for learning questionnaire (MSLQ) are selected in statistically matched experimental and monitored groups of the study (each groups constitute of 23 students). The experimental group is administered in eight 100 minutes long sessions under the motivated strategies of learning protocol (MSL). This protocol is the adaptation of a theoretical background, utilized in previous studies. The results of the study indicate that after utilization of MSL, students’ cognitive and meta-cognitive skills are enhanced. Therefore, MSLQ is propounded as a learning facilitator.