Innovation in Teaching, Learning and Evaluation

Innovation in Teaching, Learning and Evaluation

Presenting a model of learning strategies from the meta-cognitive perspective of high school students during the Corona disease period with an interpretive approach

Document Type : Original Article

Authors
Ali Yeganeh Pishkenari 1
Alireza Assareh 2
Maryam Safarnavadeh 3
Mohammad Armand 4
1 PhD Candidate in Curriculum Planning, Science and Research Campus, Islamic Azad University,Tehran, Iran
2 Professor of the Department of Educational Sciences, Shahid Rajaei University, Tehran, Iran
3 Associate Professor, Academic Staff Member, Ministry of Health and Medical Education, Tehran, Iran
4 Associate Professor of Humanities Research and Development Institute (SAMT), Tehran, Iran
10.22034/jitle.2025.509593.1025
Abstract
The Aim Is To Present A Research Model Of Ways From The Meta-cognitive Perspective Of Students In The Period Of Illness With An Interpretive Perspective. This Research Was Qualitative And Based On The Content Method. The Statistical Population Of This Research Was Determined To Include Teachers And Principals Of Secondary Schools In Rasht. The Research Plan Was Implemented And Selected. After Coordinating With The Executives Of The Schools In Question, The Sample (Teachers And Principals) Of The Research Was Selected. After Compiling The Research, Through The Selection Of Keywords And Searching For These Terms, Sources Are Identified, And After Confirming The Documents And Documents Of The Questions Of The Specified Criteria, Data Extraction Is Done From Coding. In This Step, Open And (Axial) Coding And Selective Coding Were Used. More Than 555 Open Source Codes Selected From Verified Sources. It Is Recommended To The Researchers To Give The Necessary Recommendations Regarding The Research Concepts To The Subjects So That They Can Respond To The Questionnaires.
Keywords
Procrastination
Academic Self-Efficacy
Learning Strategy
Metacognition
Academic Burnout
Learning
Corona Disease
Subjects
 
 
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Innovation in Teaching, Learning and Evaluation
Volume 2, Issue 1
Spring 2025
Pages 1-21