Turkish Adaptation of the Metacognitive Experiences Questionnaire in Solving Math Problems
Abstract
The purpose of this study was to examine the validity and reliability of Turkish version of Metacognitive Experiences Questionnaire developed by Efklides (1999). The study group consists of 475 sixth-grade students studying at the central districts of Ankara Province. The questionnaire adaptation process took place in four stages. First, the validity and reliability of the problems with different difficulty levels (easy, medium, hard) were studied. Secondly, translation and back translation of the questionnaire were done and the consistency between translations was examined. Thirdly, the questionnaire was piloted with a group of students who were not in the sample group and their opinions were taken. Finally, the questionnaire was administered to the sample group for validity and reliability concerns. In order to determine the compliance of Turkish version of the questionnaire, confirmatory factor analysis was applied. Confirmatory factor analysis models, fit index values, Cronbach Alpha and Test-Retest Reliability Coefficients of the Six-factor structure of the adapted Metacognitive Experience Questionnaire (MEQ) were examined in terms of problems with different difficulty levels. Considering all problems with different difficulty levels, the fit index values showed that the models were valid and that Cronbach Alpha and Test-Retest Reliability Coefficients had acceptable and high reliability coefficients. These results indicate that MEQ is a valid and reliable questionnaire that can be used for measuring metacognitive experiences that Turkish sixth-grade students need to have while solving mathematical problems.
Keywords
Metacognitive Experience , Math Problem Solving , Scale Adaptation
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