Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2016
Student: ESMA KURU
Supervisor: MEHMET ALİ ÇAKMAK
Abstract:Our age is the information age. Raising inquiring and inquisitive individuals who can make inferences as to how to learn better is one of the fundamental goals of the information age. Various teaching strategies are employed regarding how to improve learning in order to achieve the desired goal and the expected results. Metacognitive strategies are considered to be highly effective at this point. In view of the fact that social science lessons might have a greater possibility of being forgotten due to being verbal lessons, the researcher believes teaching social science classes by making lessons more colorful, ensuring the students are responsible for their own learning, and assisting them in identifying their deficiencies and making inferences on how to improve their learning will ensure learning efficiency. The researcher proposes that conducting social science classes accordingly by utilizing metacognitive strategies will serve to establish a quality education, as well as, a healthy and successful learning. This study was aimed at investigating the effect of teaching practices utilizing metacognitive strategies on students' knowledge of learning strategies, knowledge monitoring awareness, academic achievement and attention to lessons. In line with this objective, the study was based on a pre-test post-test experimental control group design. The study group comprised 6th grade students attending Mevlana Middle School located at Sivas city center. The experimental and control groups consisted of 37 and 35 students, respectively. The study was carried out on the basis of the units within the scope of the social science class in the spring semester of the 2013-2014 school year. Experimental group lessons were administered by utilizing metacognitive strategies whereas the control group did not receive a different administration. The evaluation instruments administered to both the experimental and control groups were the cognitive strategy use evaluation survey, the class attention survey, the metacognitive awareness inventory, the personal information form and the achievement test. Interview forms and diaries were additionally used for the experimental group. Qualitative and quantitative research methods were collectively employed in the study. In the quantitative segment of the study, the data gathered were analyzed using the SPSS statistics software, and a t-test for dependent samples, a t-test for independent samples and a Mann-Whitney U test were conducted. In the qualitative segment, the data collected from the interview forms and the diaries were analyzed with content analysis. As a result the experimental process, the researcher concluded that teaching practices utilizing metacognitive strategies improved students' awareness, achievement, attention, and knowledge of learning strategies; and that metacognitive strategies positively affected students' learning.