An Investigation of the Relationship Between Metacognition and Mathematics Achievement

Abstract

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p\.01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.