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ERIC Number: EJ924981
Record Type: Journal
Publication Date: 2011-May
Pages: 9
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1598-1037
An Investigation of the Relationship between Metacognition and Mathematics Achievement
Ozsoy, Gokhan
Asia Pacific Education Review, v12 n2 p227-235 May 2011
The aim of this study is to determine fifth-grade students' metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = 0.648, p less than 0.01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A