The effects of physical manipulative with or without self-metacognitive questioning on sixth grade students' knowledge acquisition in polygons

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2007
Erdoğan, Beril
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This study compared the effect of the use of physical manipulative with self-metacognitive questioning versus manipulative without self-metacognitive questioning on the knowledge acquisition in polygons. Participants were 220 sixth grade students. A pretest, treatment and posttest two-group design was used. There were two treatment groups: manipulative with self-metacognitive questioning (MAN+META) and manipulative without self-metacognitive questioning (MAN) Three distinct knowledge tests were designed by the researcher: Declarative, conditional and procedural. Declarative knowledge test consisted of 18 multiple-choice questions. The conditional and procedural knowledge tests consisted of six and ten open-ended questions respectively. Mixed design analysis of variance results revealed that there is a significant effect for time but no group-by-time interaction effect suggesting that both groups responded equally well to treatment in the amount of change in their scores on the two outcome measures: pretests and posttests. A follow up analysis (paired t-test) was conducted to evaluate the impact of time on students’ pretest and posttest scores. The large effect size indicated that there was a statistically significant increase in scores of all three tests.
Elementary or Public School Education.
http://etd.lib.metu.edu.tr/upload/3/12609101/index.pdf
https://hdl.handle.net/11511/17370
Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats
B. Erdoğan, “The effects of physical manipulative with or without self-metacognitive questioning on sixth grade students’ knowledge acquisition in polygons,” M.S. - Master of Science, Middle East Technical University, 2007.
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