ABSTRACT
Introduction: The ongoing rapid changes in science bring about the need of higher education to independent and self-directed learners. This study seeks the effect of metacognition package training on self-directed learning in medical records students
Methods: In this quasi-experimental study using two group design with pre-test and post-test, 24 female and male medical records students were selected not randomly. Then, they were assigned randomly to two groups of control and experiment. A researcher made metacognition package was taught to the experiment group during 6 two-hour sessions using explanatory method along with question and answer. Data gathering instrument was Williamson self-rating self directed learning scale. Data was analyzed by SPSS software using descriptive statistics indices [mean and standard deviation] and inferential statistics [Covariance analysis]
Results: The mean score of self-directed learning and its subscales in the experiment group, demonstrated the increase in post-test compared to that of pre-test
Conclusion: Teaching meta-cognition package was effective in the enhancement of the total score of self-directed learning and its subscales