An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students

Abstract

The goal of this study is to examine the mathematics learning approaches and metacognitive awareness of 6th, 7th and 8th grade students with regard to some variables. This is a quantitative study conducted in a survey model. In the 2018-2019 academic year, the working group was secondary school students in the public schools in Central Anatolia region 6.7.8. It consists of 330 (166 girls, 164 boys) students studying at the grade level. As the data collection tools, Göktepe-Yıldız and Özdemir's ( 2018) "Mathematics Learning Approach Scale", which was originally developed by Schraw and Dennison (1994); The Metacognitional Awareness Inventory developed by Akın, Abacı and Çetin ( 2007) was utilized. According to the empirical findings, for sixth, seventh, and eighth grade students, scores for deep and strategic learning approaches are above the medium level, whereas scores for surface approach is below the medium level. In addition, it has been determined that mathematics learning approaches differ significantly according to gender, grade level and mathematics achievement. As a consequence of the analysis, it was seen that students' levels of metacognitive awareness were high. The levels of metacognitive awareness did not differ by gender, but differed significantly by grade level and mathematics achievement. In addition, while there exists a positive and statistically significant relationship between deep learning and strategic learning approaches and metacognitive awareness no statistically significant relationship was found between the surface learning approach and the metacognitive awareness.

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

“…Empirical studies have focused on the interactions between metacognitive awareness and other variables. For instance, learning achievements and performance are the influential factors that were given a significant amount of attention, such as the impact of metacognitive awareness on learning achievement for specific subjects (e.g., Mathematics learning; Bulut, 2021 ; foreign language learning; Mäkipää et al, 2021 ), for disparate groups of learners (e.g., undergraduate students; Pradhan and Das, 2021 ; secondary school students; Jaleel, 2016 ), and the interplay between metacognitive awareness, learning achievement, and other psychological variables (e.g., emotions; Wang and MacIntyre, 2021 ; motivation; Cakir and Guven, 2019 ). In light of the influence of metacognitive awareness on learning achievement, researchers have also been evaluating potential ways to promote learners’ metacognitive awareness, such as problem-based learning ( Kuvac and Koc, 2019 ), online flipped classrooms model ( Khodaei et al, 2022 ), and collaborative intervention ( Sandi-Urena et al, 2011 ).…”

Metacognitive Myopia: Bentuk Khusus Kebutaan Metakognitif dalam Konteks Perkuliahan Daring di Era Pandemi

“…Metakognisi berkaitan dengan ketiga tipe pengetahuan, yaitu: (1) pengetahuan deklaratif, (2) pengetahuan prosedural, dan (3) pengetahuan kondisional dalam pembelajaran (Bulut, 2021;Montero Iii & Elipane, 2021). Pengetahuan deklaratif mengacu pada pengetahuan tentang fakta dan konsepkonsep matematika yang dimiliki seseorang atau faktor-faktor yang mempengaruhi pemikirannya dan perhatiannya dalam menyelesaikan masalah matematika.…”