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

Ahsen Seda Bulut

doi:10.17275/per.21.80.8.4

EN

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.

Keywords

mathematics learning approach, metacognitive awareness, metacognition

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Ahsen Seda Bulut ^*
0000-0003-2192-7799
Türkiye

Publication Date

December 1, 2021

Submission Date

October 22, 2020

Acceptance Date

March 28, 2021

Published in Issue

Year 2021 Volume: 8 Number: 4

DOI

https://doi.org/10.17275/per.21.80.8.4

IZ

https://izlik.org/JA45GE73GE

APA

Bulut, A. S. (2021). An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students. Participatory Educational Research, 8(4), 84-102. https://doi.org/10.17275/per.21.80.8.4

AMA

1.Bulut AS. An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students. PER. 2021;8(4):84-102. doi:10.17275/per.21.80.8.4

Chicago

Bulut, Ahsen Seda. 2021. “An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students”. Participatory Educational Research 8 (4): 84-102. https://doi.org/10.17275/per.21.80.8.4.

EndNote

Bulut AS (December 1, 2021) An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students. Participatory Educational Research 8 4 84–102.

IEEE

[1]A. S. Bulut, “An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students”, PER, vol. 8, no. 4, pp. 84–102, Dec. 2021, doi: 10.17275/per.21.80.8.4.

ISNAD

Bulut, Ahsen Seda. “An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students”. Participatory Educational Research 8/4 (December 1, 2021): 84-102. https://doi.org/10.17275/per.21.80.8.4.

JAMA

1.Bulut AS. An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students. PER. 2021;8:84–102.

MLA

Bulut, Ahsen Seda. “An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students”. Participatory Educational Research, vol. 8, no. 4, Dec. 2021, pp. 84-102, doi:10.17275/per.21.80.8.4.

Vancouver

1.Ahsen Seda Bulut. An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students. PER. 2021 Dec. 1;8(4):84-102. doi:10.17275/per.21.80.8.4