Examining the relation between metacognitive understanding of what is listened to and metacognitive awareness levels of secondary school students

Abstract

The purpose of the study is to reveal the relation between the Metacognitive Understanding of What is Listened and the Metacognitive Awareness Levels of Secondary School Students. 210 students, who were at 5, 6, 7, and 8th Grades studying at Turgut Ozal Secondary School in Bulanik County of the city of Mus, participated in the study. The Metacognitive Understanding of What is Listened Awareness Scale, which was developed by Katrancı and the Metacognitive Awareness Scale, which was developed by Sperling whose validity and reliability studies were conducted by Karakelle and Sarac, in Turkey were used as data collection tool in the study. The Relational Scanning Model was used in the study, and the data were analyzed by using the SPSS Windows 22.0 Program. According to the data obtained in this study it was concluded that the Metacognitive Understanding of What is Listened levels and the Metacognitive Awareness levels were high. The Metacognitive Understanding of What is Listened to and the Metacognitive Awareness Levels of the Students showed no significant differences in terms of the education levels of the parents and the socio-economic levels of the families. On the other hand, the results were in favor of the girls in terms of the gender variable. According to the grade variable, it was observed that as the grades of the students at schools increased, the Metacognitive Understanding of What is Listened to and the Metacognitive Awareness Levels of the Students decreased. The results of the study have been discussed in the light of the literature findings, and recommendations have been made.

Effectiveness of Teachers’ Metacognition in Developing Conducive Classroom Learning Environment

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