Investigating the Effectiveness of Cognitive Learning Strategies for Learners: A Meta-analysis

Abstract

This research has been conducted to investigate the effectiveness of cognitive learning strategies for learners. For this purpose, meta-analysis method was used to synthesize the cognitive learning strategy intervention studies conducted in between 1986 and 2022. On the basis of pre-established systematic criteria, 70 articles were selected and 98 effect sizes were calculated. Cohen's d' formula was applied to calculate the effect size (Cooper & Hedges, 1994). The main objectives of the present study focus to find out the general effectiveness of the cognitive learning strategies, what kind of cognitive learning strategy is most effective and do the effect sizes of different types of cognitive learning strategies vary according to the applied domains, grade levels and achievement levels. The results of the study indicate that the overall cognitive learning strategies (98 ESs) yielded a large effect size (ESsm=.97) which was not homogenous (Q=56.08, p < .05). In each subcategory of learners' characteristics and applied domains, effect sizes were calculated and conducted the test of homogeneity separately. The effect sizes were generally homogenous in each subcategory except for grade level. The findings revealed that cognitive strategies had large effect sizes (.85-1.74). Cognitive learning strategies were very effective (.83-1.59) for average achieving students as well as underachieving students (with learning disabilities). The effect of cognitive learning strategies was analyzed very large in terms of students in all grades (1.09-1.40), except for middle school students (.78). Finally, the implications for the application of different cognitive learning strategies were discussed.