The Effect of metacognitive instructional method on eleventh grade students’ metacognitive skill and mathematical procedural and conceptual knowledge

Download

index.pdf

Date

2016

Author

Abdul Aziz, Tian

Metadata

Show full item record

Item Usage Stats

538
views

220
downloads

The purpose of the study was to investigate the effect of metacognitive instructional method, compared to traditional instruction on eleventh grade science student’s mathematical procedural and conceptual knowledge, and metacognitive skills. Sixty-six eleventh-grade students in a school in Bandung City, Indonesia took part in this study. Matching-only pre-test-post-test control group design was conducted. The classes were randomly assigned to experimental and control group. In the experimental group metacognitive instructional method called IMPROVE (Introduction, Metacognitive Inquiry, Review, Practicing, Obtaining Mastery, Verification, and Enrichment) was applied, whereas in the control group traditional instruction was used to teach composition and inverse function, infinite sequence and series, and line equations topics within 9 weeks. The data collection tools used were Procedural and Conceptual Knowledge Test, Metacognitive Awareness Inventory. Using Multivariate Analysis of Covariance, the main effects of teaching methods, gender, and interaction between them were investigated. Consequently, (1) IMPROVE instructional method was more effective in supporting students’ procedural and conceptual knowledge, and regulation of cognition, (2) there was gender difference in students’ procedural and conceptual knowledge, and regulation of cognition in favour of female students. No interaction between instructional methods and gender was found. Another purpose of the study was to explore students’ experience with metacognitive instructional method. Therefore, qualitative data was compiled. Fourteen students who had different abilities from experimental group were interviewed semi-structurally after the treatment. The data was transcribed, coded and categorized. Generally, students took benefits from IMPROVE instructional method even though at the beginning they encountered with several challenges.

Subject Keywords

Mathematics, Teaching, Learning, Psychology of., Metacognition.

URI

http://etd.lib.metu.edu.tr/upload/12620124/index.pdf
https://hdl.handle.net/11511/25790

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Effectiveness of context based approach through 5E learning cycle model on students' understanding of chemical reactions and energy concepts and their motivation to learn chemistry Çiğdemoğlu, Ceyhan; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students’ understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students’ motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three tea...
The Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in Physics Yerdelen Damar, Sevda; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013) This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students’ physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the ex...
The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acids and bases concepts and motivation to learn chemistry Çetin Dindar, Ayla; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students’ conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were adm...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Effects of a mathematics instruction enriched with portfolio activities on seventh grade students' achievement, motivation and learning strategies Özdemir, Sarem; Bulut, Safure; Department of Secondary Science and Mathematics Education (2012) The purpose of this study is to investigate the effects of a mathematics instruction enriched with portfolio activities on seventh grade North Cyprus students’ mathematics achievement, motivation and learning strategies. A Doubly Repeated MANOVA measures experimental - control groups pretest-to posttest-to-retention test design was used. Convenience sampling was used in the study. 69 students from 102 formed the experimental and the control groups respectively. Motivated Strategies for Learning Questionnair...

Citation Formats

T. Abdul Aziz, “The Effect of metacognitive instructional method on eleventh grade students’ metacognitive skill and mathematical procedural and conceptual knowledge,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.