NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1078228
Record Type: Journal
Publication Date: 2015-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISSN: EISSN-1305-8223
Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions
Özcan, Zeynep Çigdem; Erktin, Emine
EURASIA Journal of Mathematics, Science & Technology Education, v11 n6 p1415-1427 Dec 2015
Metacognitive enrichment has become an important component of modern mathematics instruction. This study investigates the effect of homework assignments enriched with metacognitive questions on students' mathematics achievement and homework behaviors. A quasi-experimental design with pre- and post-test measures and two groups (experimental and control) was employed to investigate the effect of the enriched homework. Forty-four students, 25 boys and 19 girls, participated in the study. The students in the experimental group responded to metacognitive questions as they worked on homework that otherwise was common to both groups. First semester mathematics scores taken from students' report cards were used as a pre-test of mathematics achievement; the mean of second and third examination scores were used as a post-test. The results revealed a significant difference between the mathematics scores of students who had been given homework assignments enriched with metacognitive questions and those who had not been given such homework.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey