Akbar Jadidi Mohammadabadi - Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
Mohammad Ahmadi Deh Ghotbaddini - Assistant Professor in Measurement and Assessment, Department of Psychology and Education Sciences, Anar Branch, Islamic Azad University, Anar, Iran

The purpose of the present study was to investigate the effect of Gagne’s Learning Hierarchy on the cognitive and metacognitive skills of junior high school female students in Kerman. The research method was quasi-experimental with a pre-test/post-test and a control group. The statistical population of the research included all the junior high school female students of Kerman (N=۱۱۲۵) in the academic year of ۲۰۲۲-۲۰۲۳. From among these students, two classes of ۲۰ students were randomly selected as the experimental and control groups. The Gagne’s Learning Hierarchy package was implemented in the experimental group and both groups responded to Rastegar Metacognitive Strategies Questionnaire (۲۰۰۶) and Karami Cognitive Strategies Questionnaire (۲۰۰۵) in the pre-test and post-test stages. The obtained data were analyzed using univariate covariance with SPSS ۲۰ software. The findings of the research showed that there was a significant difference between the cognitive and metacognitive skills of the experimental and the control groups and the cognitive and metacognitive skills of the experimental group improved compared to those of the control group. These results showed that learning English can improve students' recognition of concepts, processing, learning, and self-control.

Cognitive Skill, Gagne’s Learning Hierarchy Model, Metacognitive skills