Biochemistry courses have an important place as a common subject in faculties of medicine, food engineering,\udbiology and chemistry. MSLQ, Metacognitive Awareness Inventory and Learning Approach Questionnaire were\udused. The study also involves repeated observations of the same instructor in a biochemistry class over eight\udweeks to describe students’ academic performance, instructor practice, teaching methods and generally, learning\udenvironment in the biochemistry class. Students achieving the two highest scores, two average scores and the\udtwo lowest scores from biochemistry exams were selected for in-depth interviews and results demonstrated that\udself-efficacy, intrinsic goal orientation, task-value, cognitive strategies such as critical thinking ability and\udelaboration, metacognitive self-regulated strategies and effort regulation may have a considerable importance in\udstudents’ biochemistry achievement. Results of the study also revealed that levels of students’ awareness of what\udand how they monitor in their biochemistry learning process has an important effect on their biochemistry\udsuccess.
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