Aims: Regarding the learning strategies, cognitive and meta-cognitive learning strategies are emphasized in general. Fans and critics of meta-cognitive strategies have controversial opinions on the capability of this concept in predicting educational success. The main aim of this research was to evaluate the relationship between learning strategies and educational success in urban and rural students.

  Methods: This correlation study was carried out on 278 rural and urban high school students of Gilan-e-gharb County in 2006. Schools were selected by randomized sampling method and the students were selected by multistage cluster sampling. The measurement tool was the questionnaire of learning strategies used after confirmation of its reliability and validity. Data were analyzed by descriptive statistical methods, Pearson correlation and independent t-test using SPSS 16 software.

  Results: There was a significant positive correlation between using cognitive learning strategies and the students’ averages (p=0.012). There was also a significant positive correlation between using meta-cognitive learning strategies and the students’ averages (p=0.001). There was a significant difference between urban and rural students’ average scores of using cognitive and meta-cognitive strategies (p=0.01) and urban students used both strategy types more than rural students.

  Conclusion: Use of both cognitive and meta-cognitive learning strategies is effective in educational success. In addition, the residence location is also effective in using these strategies in a way that urban students use both types of learning strategies more than rural students.