| Abstract:
The aim of this study was to investigate the effect of metacognitive strategies on self-directed learning and academic achievement in math and Persian literature first level high school students in the city of Shush. the population of puasi-experimental study included 2973 high school students in the city of Susa in the academic year of 1394-95. the participants of study were 60 of 7th grade students were selected by available sampling and then randomly were divided into experimental (n=30) and control (n=30) groups, respectively. In treatment period for experimental group, metacognitive strategies were taught in 10 sessions and each session was 60 minutes. Data were collected by SDL questionnaire (by Fisher, 2001)The reliability of the cronbach's alpha for the entire test. /91 was calculated, math and Persian literature pre-test's scores in first semester curriculum, math and Persian literature post-test's scores in second semester curriculum. The results were analyzed by descriptive statistics and analysis of covariance (ANCOVA). The results showed that significant difference was in self-directed learning and academic achievement in math and Persian literature between control and experimental group's then, metacognitive strategies have significant impact on self-directed learning and academic achievement in math and Persian literature. The effect of metacognitive strategies on variables rated respectively, self-directed learning (0. 73), the academic achievement in math (0. 57), Academic achievement Persian literature (0. 42). The results of analysis of covariance to assess more effectiveness metacognitive strategies on academic achievement in math Compared with academic achievement in Persian literature revealed that this effect is not statistically significant.
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