Effectiveness of cognitive learning strategies on test anxiety and school performance of students

AIM: This study aimed to effectiveness of cognitive learning strategies on test anxiety and school performance in female high school students. METHODS: The study was quasi-experimental with pretest–posttest and random assignment and control group. The sample consisted of 60 individuals selected randomly who were divided into two groups, i.e., one experimental group and one control group. Data were collected through scale of anxiety test Sarason test anxiety scale(SAT) and students' marks in the middle-term examination and the final examination were collected from the history book. At first, both experimental and control groups were pretested through test anxiety scale. Their marks in the middle-term examination in history were considered. Then, cognitive learning strategies, including repeating and reviewing, expanding, summarizing, comparing and organizing, were reached to experimental group in four sections. Both groups were posttested again by SAT after the intervention. Descriptive statistics (mean and standard deviation) and inferential statistics (t-independent) were used to analyze data with SPSS-21 software. RESULTS: The results of dependent and independent groups t-tests showed a significant difference between pretest and posttest scores of the experimental and control group (P CONCLUSION: Hence, it was concluded that training on cognitive learning strategies has a positive effect, leading to a reduction of test anxiety and enhancement of the guidance school girls' educational performance.