Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

Abstract

Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students’ metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.

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