ISSN: 2226-6348
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This study aimed at investigating the effectiveness of the cognitive and meta-cognitive strategies in both learning systems assessed by students at higher education level. This research was descriptive in nature. Population of the study comprised 264 BCS & MCS/MS students from four selected Public Sector Universities and four selected Virtual University campuses of Khyber Pakhtunkhwa. Total 200 students were selected as sample of the study, 65 from scaffolding based self-regulated learning system and 135 students from formal learning system. Motivated Strategies for Learning Questionnaire (MSLQ) originally designed by Pintrich, Garcia & Mckeachie (1993) was used as research tool of the study. The collected data were entered in SPSS-16 and Cross-tab and Chi-square were applied to analyze the data. There were no significant merits and demerits of Scaffolding based self-regulated learning system and formal learning system at university level was assessed by the students. It was recommended that try to encourage cognitive and meta-cognitive skills in which we are lacking behind like concentration, making questions while reading, reading with understanding, skimming, etc. There should be proper time management and study schedule in both learning systems for weekly studying, assignments and notes reviewing. Further researches can be conducted in other situation to compare the results of two different learning systems and to find results in different context.
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In-Text Citation: (Ghazi et al., 2013)
To Cite this Article: Ghazi, S. R., Gilani, U. S., & Fatima, Z. T. (2013). Effectiveness of Cognitive and Metacognitive Strategies in Scaffolding based Self-Regulated Learning System and Formal Learning System. International Journal of Academic Research in Progressive Education and Development, 2(3), 40–48.
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