Research article | Open Access
Journal of Educational Studies in Science and Mathematics 2022, Vol. 1(1) 41-55
Metacognition Awareness and Perceived Teacher Behaviors of Fifth-Grade Students
pp. 41 - 55 | DOI: https://doi.org/10.29329/jessm.2022.498.3
Publish Date: December 29, 2022 | Single/Total View: 63/796 | Single/Total Download: 117/1.193
Abstract
The aim of the study was to examine the metacognition levels of middle school fifth-grade students and their perceived mathematics teacher behaviors in terms of different variables. A survey model of the quantitative research methods was used. Convenient sampling was adopted from non-random sampling types in the study. 292 fifth-grade students of a public school located in the Central Anatolian region participated. 'Students' Perceived Teacher Behaviors' (SPTB) and 'Metacognition Awareness Levels of Students' (MALS) scales were used as data collection tools. Students perceived teacher behaviors and their metacognitive awareness levels were analyzed in terms of gender and age. As a result of the analysis, the metacognition levels of fifth-grade students had no effect on perceived teacher behaviors, and found relationship was not statistically significant. There is no significant mean difference in fifth-grade students' metacognition beliefs and perceived teacher behaviors with respect to their gender.
Keywords: Gender, Metacognition Awareness, Middle School Students, Perceived Teacher Behavior
APA 7th edition
Sasmaz, Z., & Sevgi, S. (2022). Metacognition Awareness and Perceived Teacher Behaviors of Fifth-Grade Students. Journal of Educational Studies in Science and Mathematics, 1(1), 41-55. https://doi.org/10.29329/jessm.2022.498.3
Harvard
Sasmaz, Z. and Sevgi, S. (2022). Metacognition Awareness and Perceived Teacher Behaviors of Fifth-Grade Students. Journal of Educational Studies in Science and Mathematics, 1(1), pp. 41-55.
Chicago 16th edition
Sasmaz, Zuhal and Sevim Sevgi (2022). "Metacognition Awareness and Perceived Teacher Behaviors of Fifth-Grade Students". Journal of Educational Studies in Science and Mathematics 1 (1):41-55. https://doi.org/10.29329/jessm.2022.498.3
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