The contribution of cognitive and metacognitive strategy use to seventh grade students' science achievement

Download

index.pdf

Date

2009

Author

Akyol, Gülsüm

Metadata

Show full item record

Item Usage Stats

265
views

115
downloads

The purposes of the study were to examine the differences in the level of students’ cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students’ science achievement. This study also interested in exploring the relationships between students’ background characteristics (gender, prior knowledge, socioeconomic status) and the variables including students’ cognitive and metacognitive strategy use and science achievement. The study was carried out during 2007-2008 spring semester at 15 public elementary schools in Keçiören, district of Ankara. A total of 1517 seventh grade students who were volunteers and had permission from their parents involved in the study. Data were collected through Background Characteristics Survey, Motivated Strategies for Learning Questionnaire and Science Achievement Test and analyzed by using a One-Way Repeated ANOVA, Multiple Linear Regression Analyses and a Canonical Correlation Analysis. The analyses revealed that there were significant differences in the level of students’ cognitive and metacognitive strategy use scores. Besides, elaboration and metacognitive self-regulation strategy use made a statistically significant contribution to the prediction of students’ achievement in science (p<.05). Metacognitive self-regulation strategy use was found to be the main predictor of science achievement (beta=.11). The first canonical variate indicated that prior knowledge, mother’s educational level, father’s educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, presence of a computer with internet connection at home are associated with cognitive and metacognitive strategy use and science achievement.

Subject Keywords

Education.

URI

http://etd.lib.metu.edu.tr/upload/2/12610326/index.pdf
https://hdl.handle.net/11511/18354

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01) This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach Taslidere, Erdal; Eryılmaz, Ali (Springer Science and Business Media LLC, 2012-04-01) The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students' achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of C...
Investigating the Relationships Among Elementary School Students Epistemological Beliefs Metacognition and Constructivist Science Learning Environment TOPÇU, MUSTAFA SAMİ; Yılmaz Tüzün, Özgül (Informa UK Limited, 2010-03-01) The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementaryPUBLIC schools located in Ankara, Turkey constituted the participants of this study. Constr...
A Model for Doctoral Students' Perceptions and Attitudes Toward Written Feedback for Academic Writing Can, Gülfidan (Springer Science and Business Media LLC, 2011-08-01) The purpose of this study is to investigate social science doctoral students' perceptions and attitudes toward written feedback about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the relationships between students' perceptions and attitudes, their revision decisions, and other relevant factors in their written feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west public ...
An Assessment of Factors Related to Science Achievement of Turkish Students Kalender, Ilker; Berberoglu, Giray (Informa UK Limited, 2009-01-01) In this study, a hypothesised model with latent variables such as socio-economic status, students' perception of success and interest in different subject matter areas, out-of-school activities, and classroom teaching learning activities in relation to science achievement of the students was tested via linear structural modelling. The data come from the Student Assessment Program-2002 conducted by the Ministry of National Education in Turkey. The results obtained in a sample of 29,911 students indicated tha...

Citation Formats

G. Akyol, “The contribution of cognitive and metacognitive strategy use to seventh grade students’ science achievement,” M.S. - Master of Science, Middle East Technical University, 2009.