Research Article
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Year 2021, Volume: 8 Issue: 4, 84 - 102, 01.12.2021
https://doi.org/10.17275/per.21.80.8.4

Abstract

References

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  • Altıok, S., Başer, Z., & Yükseltürk, E. (2019). Enhancing metacognitive awareness of undergraduates through using an e-educational video environment. Computers & Education,139, 129–145. https://doi.org/10.1016/j.compedu.2019.05.010.
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  • Biggs, J. (1987). Student Approaches to Learning and Studying. Melbourne: Australian Council for Educational Research.
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  • Byrne, M., Flood, B., & Willis, P. (2002). The relationship between learning approaches and learning outcomes: A study of Irish accounting students. Accounting Education, 11(1), 27-42.
  • Cuthbert, P.F. (2005). The student learning process: learning styles or learning approaches. Teaching in Higher education, 10(2), 235-249.
  • Çakıroğlu, A. (2007). Üstbilişsel strateji kullanımının okuduğunu anlama başarı düzeyi düşük öğrencilerde erişi artırımına etkisi. (Unpublished doctoral thesis). Gazi Üniversitesi, Ankara.
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  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Ortaöğretim matematik öğretmeni adaylarının üstbiliş farkındalıklarının bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 22(1), 305-320.
  • Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435-447.
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  • Diseth, A. (2002). The relationship between intelligence, approaches to learning and academic achievement. Scandinavian Journal of Educational Research, 46(2), 219-230.
  • Diseth, A., & Martinsen, O. (2002). Approaches to learning, cognitive style and motives as predictors of academic achievement. Educational Psychology, 23(2), 195-207.
  • Dunslosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98, 37–56.
  • Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151), 74-88.
  • Ellez, M., & Sezgin, G. (2002). Öğretmen adaylarının öğrenme yaklaşımları. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiri Kitapçığı. Ankara.
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An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students

Year 2021, Volume: 8 Issue: 4, 84 - 102, 01.12.2021
https://doi.org/10.17275/per.21.80.8.4

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.

References

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  • Altindag, M., & Senemoğlu, N. (2013). Yürütücü biliş becerileri ölçeği. Hacettepe Üniversitesi Eğitim Bilimleri Dergisi, 28(1), 15-26.
  • Altıok, S., Başer, Z., & Yükseltürk, E. (2019). Enhancing metacognitive awareness of undergraduates through using an e-educational video environment. Computers & Education,139, 129–145. https://doi.org/10.1016/j.compedu.2019.05.010.
  • Aral, N., Gürsoy, F. & Can-Yaşar, M. (2012). İlköğretim beşinci sınıf çocuklarının öğrenmelerinde yapboz eğitim materyalleri ile yapılan uygulamanın etkisinin incelenmesi. Ankara Sağlık Bilimleri Dergisi, 1(1), 157-170. doi: 10.1501/Asbd_0000000012.
  • Baba-Öztürk, M., & Güral, M. (2016). Okul öncesi öğretmen adaylarının bilişötesi farkındalık düzeylerinin çeşitli değişkenler açısından incelenmesi: OMÜ örneği. Electronic Turkish Studies, 11(19), 107-132.
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  • Baltacı, S., Yıldız, A. & Özcakir, B. (2016). The relationship between metacognitive awareness levels, learning styles, genders and mathematics grades of fifth graders. Journal of Education Learning, 5(4), 78-89.
  • Baysal, N.Z., Ayvaz, A., Çekirdekçi, S., & Malbeleği, F. (2013). Sınıf öğretmeni adaylarının üstbilişsel farkındalıklarının farklı değişkenler açısından incelenmesi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 37, 68-81.
  • Bernardo. A. B. I. (2003). Approaches to learning and academic achievement of Filipino students. Journal of Genetic Psychology, 164(1), 101-114.
  • Beydoğan, Ö. (2007). Derinliğine ve yüzeysel öğrenmede kavram haritaları ve şemaların işlevi. Milli Eğitim Dergisi, 173, 258-270.
  • Biggs, J. (1987). Student Approaches to Learning and Studying. Melbourne: Australian Council for Educational Research.
  • Biggs, J. (1988). Assessing student approaches to learning. Australian Psychologist, 23(2), 197–206. http://dx.doi.org/10.1080/00050068808255604.
  • Biggs, J. (1993). What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.
  • Biggs, J. (1994). Approaches to learning: Nature and measurement of. In T. Husen & T.N. Postlethwaite (Eds.), The international encyclopedia of education (pp. 319– 322). Oxford: Pergamon.
  • Biggs, J.B. (2001). Enhancing learning: A matter of style or approach? In R.J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 73–102). Mahwah: Lawrence Erlbaum Associates.
  • Biggs, J. B., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.
  • Biggs, J., & Tang. C. (2011). Teaching for Quality Learning at University: What the Student Does. 4th Edition. McGraw-Hill: Society for Research into Higher Education (SRHE) and Open University Press.
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  • Brown, A.L. (1980). Metacognitive development and reading. In R.J. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension. (pp. 453-481) Hillsdale, NJ: Lawrence Erbaum.
  • Byrne, M., Flood, B., & Willis, P. (2002). The relationship between learning approaches and learning outcomes: A study of Irish accounting students. Accounting Education, 11(1), 27-42.
  • Cuthbert, P.F. (2005). The student learning process: learning styles or learning approaches. Teaching in Higher education, 10(2), 235-249.
  • Çakıroğlu, A. (2007). Üstbilişsel strateji kullanımının okuduğunu anlama başarı düzeyi düşük öğrencilerde erişi artırımına etkisi. (Unpublished doctoral thesis). Gazi Üniversitesi, Ankara.
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  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Ortaöğretim matematik öğretmeni adaylarının üstbiliş farkındalıklarının bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 22(1), 305-320.
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  • Dilci, T., & Kaya, S. (2012). 4. ve 5. sınıflarda görev yapan sınıf öğretmenlerinin üstbilişsel farkındalık düzeylerinin çeşitli değişkenler açısından incelenmesi. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 27, 247-267.
  • Diseth, A. (2001). Validation of a Norwegian version of the approaches and study skills inventory for students (ASSIST): Application of structural equation modelling. Scandinavian Journal of Educational Research, 45(4), 381-394.
  • Diseth, A. (2002). The relationship between intelligence, approaches to learning and academic achievement. Scandinavian Journal of Educational Research, 46(2), 219-230.
  • Diseth, A., & Martinsen, O. (2002). Approaches to learning, cognitive style and motives as predictors of academic achievement. Educational Psychology, 23(2), 195-207.
  • Dunslosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98, 37–56.
  • Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151), 74-88.
  • Ellez, M., & Sezgin, G. (2002). Öğretmen adaylarının öğrenme yaklaşımları. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiri Kitapçığı. Ankara.
  • Entwistle, N. J. (1981). Styles of learning and teaching. Chichester, UK: Wiley.
  • Entwistle, N. (1991). Approaches to learning and perceptions of the learning environment. Higher Education, 22, 201-204.
  • Entwistle, N.J. (1997). Reconstituting approaches to learning: A response to webb. Higher Education, 33, 213-218.
  • Entwistle, N., McCune, V., & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R.J. Sternberg, & L.-F Zhang (Eds.), Perspective of think, learning, and cognitive styles (pp. 103-136). Mahwah, NJ: Lawrance Erlbaum.
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There are 86 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ahsen Seda Bulut 0000-0003-2192-7799

Publication Date December 1, 2021
Acceptance Date March 28, 2021
Published in Issue Year 2021 Volume: 8 Issue: 4

Cite

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