Comparing Students’ Learning Style and Metacognitive Strategies of Abdanan City Universities

Background and Aim: Difference in learning style and cognitive strategies are of the individual factors in learning. The current research aimed to compare students’ learning styles and metacognitive strategies of Abdanan city Universities. Methods: The research design was based on causal-comparative method and target population of this research was all students of Abdanan Universities in academic years 2014-2015. The research sample included 300 participants, selected based on stratified random sampling. The Kolb Learning styles Inventory Test (1974) and O’Neil, and Abedi Metacognitive state test (1996) used here and the research statistical method included Chi-square and MANOVA. Results: The results showed significant difference between male and female students in term of learning style, academic performance (upper and lower) in learning style, academic performance (upper and lower) in metacognitive strategies, and faculty kinds in awareness strategies. It also has been found that there is no significant difference between faculty kind in learning style, males and females in metacognitive strategies. Conclusion: It can be concluded that because of high level mental performance the successful students pay more attention and do more effort, so they have higher level of self-awareness in relation to the lower level student and based on this self-awareness they use more general methods for finding suitable information.