An Investigation of Preservice Teachers’ Levels of Metacognitive Awareness in Terms of Certain Variables

Abstract

This study focuses on metacognition and has two main purposes: (1) to determine preservice teachers’ levels of metacognitive awareness and (2) to determine how they relate to the variables of academic achievement, gender, grade level and department. The participants were biology, physics and chemistry preservice teachers (N=367). The Metacognitive Awareness Inventory (MAI) was used as a data collection tool for determining the preservice teachers’ metacognitive awareness. This is an associational survey study. Pearson’s correlation analysis, the independent samples t-test and one-way ANOVA were used to analyze the data. The results indicated a significant relationship between preservice teachers’ metacognitive awareness and academic achievement. Their metacognitive awareness also significantly varied by their grade level. However, no significant relationships were found between the preservice teachers’ metacognitive awareness and gender or department.

In-service mathematics teachers’ conception and perceptions of metacognition in their teaching experience

“…Previous studies although dealing with pre-service teachers also found statistically non-significant gender differences in teachers' metacognitive awareness (Alci and Karatas 2011;Ekici et al 2019). The current findings show that background factors of gender, experience, and level of education have little influence on the inservice teachers' perceptions of metacognition.…”

“…However, no significant gender differences among the pre-service teachers were found by Usher (2019). Likewise in the study carried out by Ekici et al (2019), the pre-service male and female teachers had similar perceptions of their metacognition. Ibrahim and Watts (2016) too observed that males and females had similar perceptions of their metacognitive skills.…”

Level of metacognıtıve awareness of prımary school 4th grade students predıctıng theır academıc achıevement

“…In summary, Metacognitive Awareness Skills were found to predict academic achievement positively. In the literature; Ataalkın (2012), Alkan and Açıkyıldız (2020), Bağçeci et al (2011), Ekici, Ulutaş andAtasoy (2019), Çalgıcı (2018), Çakır and Yaman (2015), Ghonsooly, Khajavy and Mahjobi (2014), Sökmen and Kılıç (2016) examined the effect of metacognitive awareness on academic achievement in their studies and, they found that it affected positively.…”

Özel Yetenekli̇ İlkokul Öğrenci̇leri̇ni̇n Üst Bi̇li̇şsel Farkindaliklarinin Geli̇şi̇mi̇nde Kodlama Eği̇ti̇mi̇ni̇n Etki̇si̇

“…Bu sayede öğrenciler düşünme süreçlerini aktifleştirerek kendi öğrenmelerinden sorumlu olacağı gibi öğrencilerin akademik başarıları artacaktır. Akademik başarının yordayıcısı olan üstbilişsel farkındalık öğrencilerin ders kaygısı yaşamasına engel olacaktır (Bağçeci, Döş & Sarıca, 2011;Ekici, Ulutaş & Atasoy, 2019;Mert & Baş, 2019;Özturan-Sağırlı, Baş & Bekdemir, 2020).…”