Examining the relationship between metacognitive awareness levels and problem-solving skills of primary school students

Project no. 32861 · Status: Kapanmış (Yayın bekleniyor) · 2025

Summary

<p>This&nbsp;study&nbsp;was&nbsp;carried&nbsp;out&nbsp;to&nbsp;determine&nbsp;the&nbsp;relationship&nbsp;between&nbsp;the&nbsp;metacognitive&nbsp;awareness&nbsp;levels&nbsp;of&nbsp;primary&nbsp;school&nbsp;fourth&nbsp;grade&nbsp;students&nbsp;and&nbsp;their&nbsp;mathematical&nbsp;problem&nbsp;solving&nbsp;skills&nbsp;and&nbsp;whether&nbsp;these&nbsp;abilities&nbsp;differ&nbsp;according&nbsp;to&nbsp;various&nbsp;socio-demographic&nbsp;variables&nbsp;(gender,&nbsp;family&nbsp;income,&nbsp;parental&nbsp;education&nbsp;level).&nbsp;</p><p>In&nbsp;this&nbsp;study,&nbsp;a&nbsp;mixed&nbsp;approach&nbsp;was&nbsp;adopted&nbsp;in&nbsp;which&nbsp;nice&nbsp;and&nbsp;qualitative&nbsp;analysis&nbsp;methods&nbsp;were&nbsp;used&nbsp;together&nbsp;in&nbsp;the&nbsp;analysis&nbsp;of&nbsp;the&nbsp;data.&nbsp;In&nbsp;the&nbsp;quantitative&nbsp;dimension&nbsp;of&nbsp;the&nbsp;research,&nbsp;a&nbsp;relational&nbsp;survey&nbsp;model&nbsp;was&nbsp;used&nbsp;to&nbsp;determine&nbsp;the&nbsp;relationships&nbsp;between&nbsp;the&nbsp;variables.&nbsp;The&nbsp;sample&nbsp;of&nbsp;the&nbsp;study&nbsp;consists&nbsp;of&nbsp;142&nbsp;students&nbsp;(63&nbsp;boys,&nbsp;79&nbsp;girls)&nbsp;studying&nbsp;in&nbsp;public&nbsp;primary&nbsp;schools&nbsp;in&nbsp;Bornova&nbsp;district&nbsp;of&nbsp;Izmir&nbsp;province&nbsp;in&nbsp;the&nbsp;2024-2025&nbsp;academic&nbsp;year,&nbsp;determined&nbsp;by&nbsp;random&nbsp;method.&nbsp;"Metacognitive&nbsp;Awareness&nbsp;Scale",&nbsp;"Problem&nbsp;Solving&nbsp;Achievement&nbsp;Test"&nbsp;and&nbsp;"Demographic&nbsp;Information&nbsp;Form"&nbsp;developed&nbsp;by&nbsp;the&nbsp;researcher&nbsp;were&nbsp;used&nbsp;as&nbsp;data&nbsp;collection&nbsp;tools.&nbsp;The&nbsp;data&nbsp;obtained&nbsp;were&nbsp;analyzed&nbsp;by&nbsp;statistical&nbsp;techniques&nbsp;such&nbsp;as&nbsp;Spearman&nbsp;Rho&nbsp;correlation&nbsp;coefficient&nbsp;and&nbsp;Kruskal-Wallis&nbsp;H&nbsp;Test&nbsp;as&nbsp;a&nbsp;result&nbsp;of&nbsp;normality&nbsp;distribution&nbsp;analysis.&nbsp;In&nbsp;the&nbsp;qualitative&nbsp;dimension&nbsp;of&nbsp;the&nbsp;study,&nbsp;the&nbsp;4th&nbsp;of&nbsp;the&nbsp;research.&nbsp;In&nbsp;line&nbsp;with&nbsp;the&nbsp;sub-problem,&nbsp;descriptive&nbsp;analysis&nbsp;was&nbsp;made&nbsp;on&nbsp;the&nbsp;answer&nbsp;sheets&nbsp;of&nbsp;the&nbsp;students'&nbsp;Problem&nbsp;Solving&nbsp;Achievement&nbsp;Test.</p><p>The&nbsp;results&nbsp;of&nbsp;the&nbsp;analysis&nbsp;showed&nbsp;that&nbsp;although&nbsp;the&nbsp;students'&nbsp;metacognitive&nbsp;awareness&nbsp;was&nbsp;at&nbsp;a&nbsp;high&nbsp;level&nbsp;(X=3.63),&nbsp;their&nbsp;problem-solving&nbsp;success&nbsp;remained&nbsp;at&nbsp;a&nbsp;moderate&nbsp;level&nbsp;(X=10.33).&nbsp;A&nbsp;positive&nbsp;and&nbsp;low-level&nbsp;significant&nbsp;relationship&nbsp;was&nbsp;found&nbsp;between&nbsp;metacognitive&nbsp;awareness&nbsp;and&nbsp;problem&nbsp;solving&nbsp;success&nbsp;(r=0.234).&nbsp;When&nbsp;Polya's&nbsp;problem&nbsp;solving&nbsp;steps&nbsp;are&nbsp;examined;&nbsp;It&nbsp;was&nbsp;determined&nbsp;that&nbsp;success&nbsp;was&nbsp;most&nbsp;strongly&nbsp;associated&nbsp;with&nbsp;the&nbsp;"understanding&nbsp;the&nbsp;problem"&nbsp;(r=0.850)&nbsp;step,&nbsp;and&nbsp;the&nbsp;lowest&nbsp;relationship&nbsp;was&nbsp;realized&nbsp;in&nbsp;the&nbsp;"control&nbsp;and&nbsp;evaluation"&nbsp;stage.&nbsp;From&nbsp;a&nbsp;socio-demographic&nbsp;point&nbsp;of&nbsp;view;&nbsp;It&nbsp;was&nbsp;observed&nbsp;that&nbsp;parental&nbsp;education&nbsp;level&nbsp;had&nbsp;a&nbsp;determining&nbsp;effect&nbsp;on&nbsp;problem&nbsp;solving&nbsp;performance&nbsp;(r≈0.40),&nbsp;but&nbsp;gender&nbsp;did&nbsp;not&nbsp;make&nbsp;a&nbsp;significant&nbsp;difference&nbsp;on&nbsp;both&nbsp;awareness&nbsp;and&nbsp;achievement.</p><p>The&nbsp;research&nbsp;concretely&nbsp;demonstrated&nbsp;the&nbsp;situation&nbsp;defined&nbsp;in&nbsp;the&nbsp;literature&nbsp;as&nbsp;the&nbsp;"gap&nbsp;between&nbsp;awareness&nbsp;and&nbsp;practice";&nbsp;although&nbsp;students&nbsp;have&nbsp;a&nbsp;strategic&nbsp;awareness,&nbsp;they&nbsp;cannot&nbsp;fully&nbsp;transfer&nbsp;this&nbsp;knowledge&nbsp;to&nbsp;the&nbsp;implementation&nbsp;and&nbsp;monitoring&nbsp;process.&nbsp;It&nbsp;is&nbsp;particularly&nbsp;noteworthy&nbsp;that&nbsp;the&nbsp;control&nbsp;phase&nbsp;is&nbsp;limited&nbsp;to&nbsp;procedural&nbsp;checking&nbsp;and&nbsp;logical&nbsp;inquiry&nbsp;(f=3)&nbsp;is&nbsp;neglected.&nbsp;In&nbsp;this&nbsp;direction,&nbsp;it&nbsp;is&nbsp;recommended&nbsp;to&nbsp;focus&nbsp;on&nbsp;metacognitive&nbsp;intervention&nbsp;models&nbsp;that&nbsp;will&nbsp;move&nbsp;students&nbsp;away&nbsp;from&nbsp;result-oriented&nbsp;orientation&nbsp;in&nbsp;educational&nbsp;processes&nbsp;and&nbsp;enable&nbsp;them&nbsp;to&nbsp;use&nbsp;Polya's&nbsp;steps&nbsp;as&nbsp;a&nbsp;cognitive&nbsp;roadmap.</p>

View details