Examination of Primary and Secondary School Students' Metacognitive Awareness in Terms of Various Variables

Yaşar Hasan Önsay; Dolunay Yılmaz; Senar Alkın-şahin

Makale detayları

Examination of Primary and Secondary School Students' Metacognitive Awareness in Terms of Various Variables

Yazarlar:

Yaşar Hasan Önsay | Dolunay Yılmaz | Senar Alkın-şahin

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.184-198

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339092

pISSN:

1694-7215

Anahtar kelimeler:

Özet:

 The study aimed to determine the metacognitive awareness of primary and secondary school students and to examine whether their metacognitive awareness differed significantly according to the variables of gender, grade level, mothers education level, fathers education level, kindergartennursery school attendance, frequency of reading books, the type of game they prefer to play, and keeping a diary. The study population of the research designed in the survey model consists of 515 students studying in the 3rd, 4th, and 5th grades and 413 students studying in the 6th, 7th and 8th grades. In the study, Metacognitive Awareness Scale for Children Form A for 3rd, 4th and 5th grades and Form B for 6th, 7th and 8th grades adapted into Turkish by Karakelle and Saraç 2007 were used to determine the metacognitive awareness of the students. Descriptive statistics were used to analyze the research data, and the Kruskall Wallis H Test, t-test, and ANOVA test were used in the comparison analysis. In conclusion, the metacognitive awareness of all students within the scope of the research differed significantly in terms of parental education level, grade level, kindergartennursery school attendance, frequency of reading books, and preferred game-type variables. Among the variables used in the study, gender and keeping a diary made a significant difference in 3rd, 4th, and 5th grade students, but not in 6th, 7th, and 8th grade students.

 The study aimed to determine the metacognitive awareness of primary and secondary school students and to examine whether their metacognitive awareness differed significantly according to the variables of gender, grade level, mothers education level, fathers education level, kindergartennursery school attendance, frequency of reading books, the type of game they prefer to play, and keeping a diary. The study population of the research designed in the survey model consists of 515 students studying in the 3rd, 4th, and 5th grades and 413 students studying in the 6th, 7th and 8th grades. In the study, Metacognitive Awareness Scale for Children Form A for 3rd, 4th and 5th grades and Form B for 6th, 7th and 8th grades adapted into Turkish by Karakelle and Saraç 2007 were used to determine the metacognitive awareness of the students. Descriptive statistics were used to analyze the research data, and the Kruskall Wallis H Test, t-test, and ANOVA test were used in the comparison analysis. In conclusion, the metacognitive awareness of all students within the scope of the research differed significantly in terms of parental education level, grade level, kindergartennursery school attendance, frequency of reading books, and preferred game-type variables. Among the variables used in the study, gender and keeping a diary made a significant difference in 3rd, 4th, and 5th grade students, but not in 6th, 7th, and 8th grade students.

 The study aimed to determine the metacognitive awareness of primary and secondary school students and to examine whether their metacognitive awareness differed significantly according to the variables of gender, grade level, mothers education level, fathers education level, kindergartennursery school attendance, frequency of reading books, the type of game they prefer to play, and keeping a diary. The study population of the research designed in the survey model consists of 515 students studying in the 3rd, 4th, and 5th grades and 413 students studying in the 6th, 7th and 8th grades. In the study, Metacognitive Awareness Scale for Children Form A for 3rd, 4th and 5th grades and Form B for 6th, 7th and 8th grades adapted into Turkish by Karakelle and Saraç 2007 were used to determine the metacognitive awareness of the students. Descriptive statistics were used to analyze the research data, and the Kruskall Wallis H Test, t-test, and ANOVA test were used in the comparison analysis. In conclusion, the metacognitive awareness of all students within the scope of the research differed significantly in terms of parental education level, grade level, kindergartennursery school attendance, frequency of reading books, and preferred game-type variables. Among the variables used in the study, gender and keeping a diary made a significant difference in 3rd, 4th, and 5th grade students, but not in 6th, 7th, and 8th grade students.

 Bu çalışmada ilkokul ve ortaokul öğrencilerinin üst bilişsel farkındalıklarını belirlemek ve üst bilişsel farkındalıklarının cinsiyet, sınıf düzeyi, anne eğitim düzeyi, baba eğitim düzeyi, anaokulunakreşe gitme durumu, kitap okuma sıklığı, oynamayı tercih ettikleri oyun türü ve günlük tutma durumu değişkenlerine göre anlamlı olarak farklılaşıp farklılaşmadığını incelemek amaçlanmıştır. Tarama modelinde tasarlanan araştırmanın çalışma evrenini 3. 4. ve 5. sınıflarda öğrenim gören 515 ve 6. 7. ve 8. sınıflarda öğrenim gören 413 öğrenci oluşturmaktadır. Araştırmada öğrencilerin üst bilişsel farkındalıklarını belirlemek için Karakelle ve Saraç 2007 tarafından Türkçeye uyarlanan Çocuklar İçin Üst Bilişsel Farkındalık Ölçeği A Formu 3., 4. ve 5. sınıflar için ve B formu 6., 7 ve 8 sınıflar için kullanılmıştır. Araştırma verilerinin analizinde betimsel istatistiklerden yararlanılmış, karşılaştırma analizlerinde Kruskall Wallis H Testi, t testi ve ANOVA testi kullanılmıştır. Araştırmada, anne-baba eğitim düzeyi, sınıf düzeyi, anaokulunakreşe gitme, kitap okuma sıklığı ve tercih edilen oyun türü değişkenleri açısından araştırma kapsamındaki bütün öğrencilerin üst bilişsel farkındalıklarının anlamlı olarak farklılaştığı sonucuna ulaşılmıştır. Araştırmadaki kullanılan değişkenlerden cinsiyet ve günlük tutma durumu 3. 4. ve 5. sınıf öğrencilerinde anlamlı farklılık yaratırken 6. 7. ve 8. sınıf öğrencilerinde anlamlı farklılık yaratmamıştır.

Makale detayları

Examination of Primary and Secondary School Students' Metacognitive Awareness in Terms of Various Variables

Yazarlar:

Yaşar Hasan Önsay | Dolunay Yılmaz | Senar Alkın-şahin

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.184-198

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339092

pISSN:

1694-7215

Metacognitive Awareness

Primary School Students

Secondary School Studentsİlkokul Öğrencileri

Ortaokul Öğrencileri

Üst Bilişsel Farkındalık

Sayı

Makale detayları

Examination of Primary and Secondary School Students' Metacognitive Awareness in Terms of Various Variables

Yazarlar: Yaşar Hasan Önsay | Dolunay Yılmaz | Senar Alkın-şahin

Yayıncı: Kyrgyz-Turkish Manas University

Ana Başlıklar: Eğitim Programları ve Öğretim (Diğer)

Dergi: MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.184-198

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001339092

pISSN: 1694-7215

Metacognitive Awareness

Primary School Students

Secondary School Studentsİlkokul Öğrencileri

Ortaokul Öğrencileri

Üst Bilişsel Farkındalık

Sayı

Yazarlar:

Yaşar Hasan Önsay | Dolunay Yılmaz | Senar Alkın-şahin

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.184-198

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339092

pISSN:

1694-7215