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Title: An Investigation of the Relationship Between Metacognition and Mathematics Achievement
Authors: Özsoy, Gökhan
Ordu Üniversitesi
Keywords: Achievement
Mathematics Achievement
Metacognitive Knowledge
Metacognitive Skills
Issue Date: 2011
Publisher: Asia Pacific Education
Citation: Asia Pacific Educ. Rev. (2011) 12:227–235
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.
Appears in Collections:Temel Eğitim Bölümü

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