Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement?

Customs Administration Students Usage of Metacognitive Knowledge in their Internships

“…In somewhat related findings of Kesici et al (2011) although focusing on mathematics, the results showed that declarative knowledge is a significant predictor of mathematics course achievement (which is relatively similar to the results of this study) and procedural knowledge is a significant course predictor of geometry course achievement (which is relatively different from the findings of this study). Tian et al (2018) found that mathematics performance could be predicted by metacognitive knowledge, self-efficacy and intrinsic motivation and the association between metacognitive knowledge and mathematics performance was mediated by self-efficacy and intrinsic motivation.…”

Assessing the Metacognitive Awareness among the Foundation in Engineering Students

“…Based on the findings, the aim of increasing awareness among FIE students on their metacognitive skills is a useful tool for learning efficiency, critical thinking and problem solving (Kesici et al, 2011). There was an obvious improvement in the eight tested metacognitive skills based on preliminary (Survey 1), intermediate (Survey 2) and end of the semester (Survey 3) surveys, with the exception of debugging skills.…”

“…In addition, the survey was conducted based on all six modules in the semester, whereas a more focused survey on a particular module might provide a significant correlation between MAI score and academic achievement. As previously reported, interventions or direct infusion and continual reinforcement are necessary to improve the metacognitive skills among students, especially for mathematics subjects and subjects that require problem solving or critical thinking (Kesici et al, 2011;Bensley & Spero, 2014). In this case, intervention would be necessary to improve the students' debugging skills along with the other seven MAI skills.…”

“…According to their report, single test performance might be influenced by the affective behaviors of students over a particular course. In another study, Kesici,Erdogan, and Özteke., (2011) examined differences in metacognitive awareness strategies in prediction of high school students' mathematics and geometry course achievements. Schraw and Dennison's MAI (1994) was also adapted in the study and discovered that declarative knowledge is a significant predictor of mathematics course achievement while evaluation and procedural knowledge of metacognitive awareness strategies are significant predictors of geometry course achievement.…”

GeoGebra Yazılımı ile Geometri Öğretiminin Geometri Ders Başarısına ve Geometri Öz-Yeterliğine Etkisi

“…Etkili bir geometri öğretimi geometrik formülleri ve çizimleri öğrenci-lere iletmek değil, öğrencilere görsel yetenekleri ve geometrik becerileri anlamlı öğrenmeler vasıtası ile kazandırmaktan geçmektedir (Kesici, Erdoğan ve Özteke, 2011). Bu becerileri kazandırmak için teknoloji desteğine başvurmak ve onu etkin şekilde kullanmak en etkili yollardandır.…”