To investigate the effectiveness of meta-cognitive strategies on improving academic performance and social adjustment of students with academic failure

Introduction: The purpose of this study was to investigate the effectiveness of meta-cognitive strategies on improving academic performance and social adjustment of students with academic failure in Ticme Dash city. Methods: The research method is semi experimental with pretest-posttest design with control group. The statistical population of the study was male high school students in Ticm-dash city in the academic year of 1995-96. Six of them were selected through targeted sampling and randomly assigned to experimental and control groups. The California social adjustment questionnaire was used to measure social adjustment and to assess academic achievement. Students' meanings were then used, then the 5-sessions of the metacognitive strategies were given to the experimental group. Then, they were taken from both post-test groups and the data were analyzed by covariance analysis Using the spss software, it was analyzed. Results: The results indicated that holding metacognitive strategies meetings among students with academic failure would increase social adjustment and educational improvement. Conclusions: teaching of metacognitive strategies among students who have fallen out of school leads to the improvement and improvement of their academic achievement and their social adaptation.