Examining the differences between routine and non-routine problem solving skills of middle school students who have different metacognitive skills


Thesis Type: Postgraduate

Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey

Approval Date: 2019

Thesis Language: Turkish

Student: Sevgi Arsuk

Supervisor: DİLEK SEZGİN MEMNUN

Abstract:

The aim of this study is to investigate the effect of the teaching of metacognitive strategies on the students' metacognitive awareness, academical achievement and problem solving skills. The study was conducted with the students studying in the seventh grade for a total of 18 weeks. In the research, experimental design with pre-test and post-test control group was used. According to the results of the tests applied to the students before the study, the students were divided into three groups. The students in one of the experiment groups, they were trained on problem solving strategies supported by metacognition strategies. In the other one, the students only problem solving strategies were given whereas no study was conducted with the control group. In this context, in the analysis of the quantitative data to be obtained, the Shapiro Wilk's test was used to test the normality assumption of the data distribution. Then, in accordance with the results, parametric and non-parametric tests were applied. According to ix the results of the study before the applications, there was no significant difference between experimental and control groups in terms of mathematics achievement test. According to the results, it was seen that both metacognitive strategies and problem solving skills of the students in the experimental group, who were taught the problem solving strategies with metacognitive strategies, increased. It was also observed that only problem solving skills of the students in the experimental group who took the problem solving strategies were increased. There was no significant increase in the control group. In this context, it is concluded that metacognitive strategy-supported problem solving strategies are effective in students' problem solving skills.