Assessment of Metacognition in Mathematics: Which One of Two Methods is a Better Predictor of Mathematics Achievement? (Pages: 49 - 57)

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Year-Number: 2014-Volume 6, Issue 1

Abstract

In recent years metacognition was discussed as a significant concept in mathematics education. However, means of measuring metacognition efficiently is still a problem. This problem has been at the center of a scientific debate about which instruments are more suitable. In this study two off-line methods, student and teacher evaluations were used. The aim of this research is to investigate which one of the evaluation form (teacher form versus student form) is the predictor of mathematic achievement. For this aim two studies were carried out. In the first study mathematics achievements of students were measured by mathematic scores in their reports. In the second study it was measured by more standard test called Placement test (Seviye Belirleme Sınavı -SBS). In the first study 408 primary school students from a state school participated. Only sixth grade students who attended SBS exam of the first study were taken the second study. According to results of this study there is a significant relation between metacognitive skills of students and mathematics scores and metacognitive skills are the significant predictor of mathematics achievement. Moreover, in this study, instead of the results of students evaluation form, the results of teacher evaluation form are the main predictor of the mathematics scores of students.

Keywords

Abstract

In recent years metacognition was discussed as a significant concept in mathematics education. However, means of measuring metacognition efficiently is still a problem. This problem has been at the center of a scientific debate about which instruments are more suitable. In this study two off-line methods, student and teacher evaluations were used. The aim of this research is to investigate which one of the evaluation form (teacher form versus student form) is the predictor of mathematic achievement. For this aim two studies were carried out. In the first study mathematics achievements of students were measured by mathematic scores in their reports. In the second study it was measured by more standard test called Placement test (Seviye Belirleme Sınavı -SBS). In the first study 408 primary school students from a state school participated. Only sixth grade students who attended SBS exam of the first study were taken the second study. According to results of this study there is a significant relation between metacognitive skills of students and mathematics scores and metacognitive skills are the significant predictor of mathematics achievement. Moreover, in this study, instead of the results of students evaluation form, the results of teacher evaluation form are the main predictor of the mathematics scores of students.

Keywords