Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: CANSU ÇİFTÇİ
Supervisor: Dilek Sezgin MemnunAbstract:
In this study, the effect of teaching of algebraic verbal problems on the development of the eighth grade students' metacognitive skills was investigated. The study was carried out at a secondary school in the Karacabey district of Bursa during the spring semester of the 2017-2018 educational year. The number of participants in the study was 42. The study made with the eighth grade students lasted a total of 20 hours in 4 weeks. For data collection and interpretation in the study, qualitative research methods were used. The study is a semiexperimental one with a pretest and a post-test and a control group. The Experimental and control groups were determined to be equivalent to each other and taking into consideration the students' willingness to participate in the study. In the experimental group, a learning method where metacognitive strategies were applied, was used, but in the control group, a learning method, where the normal educational viii process went on, was applied. Prior to the start of the practice, both groups were administered the prepared ‘Algebraic Verbal Problems’ test, the ‘Metacognitive Awareness Inventory’ and the ‘Metacognitive Ability Questionnaire’ were applied as pretests. Following the practice process, both groups were administered the same tests and scales as post-tests and the data collection process was completed. In the analysis of the quantitative data, first of all, in the testing of the normality assumption, the Shapiro-Wilk test was used. After that, with the aim of determining the relationship between the groups according to the obtained results the Mann- Whitney U test and the t- test were used. As a result of the analyses, it was observed that the verbal algebraic problem success scores of the students in the experimental group were significantly different from those of the students in the control group. Again, as a result of the analyses, it was also observed that the scores taken from the Metacognitive Ability Questionnaire differed significantly between the experimental and the control groups. However, when the Metacognitive Awareness Inventory results were examined, it was concluded that there was not a statistically significant difference between the experimental and the control groups. As a result of the interviews held with the students in the experimental group, it was concluded that the students found the teaching method applied metacognitively positive.