The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample)
Küçük Resim Yok
Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
EDAM
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located in the city center of Konya. Forty-two students participated in the study, 21 in the experimental group and 21 in the control group. Groups were equalized on the basis of the Learning Strategies Scale, Turkish Lesson Metacognitive Knowledge Interview Form, and pre-test results of Turkish Lesson Achievement Test. In the experimental group, strategy instruction was given by the researcher himself for 15 weeks, using a direct instruction approach. At the end of the study, it was found that learning strategies instruction increased awareness of strategy and metacognitive knowledge and it was effective in using metacognitive skills. It was also found that using metacognitive skills increased achievement.
Açıklama
Anahtar Kelimeler
Learning Strategies, Learning Strategies Instruction, Metacognitive Knowledge, Metacognitive Skills, Direct Instruction
Kaynak
KURAM VE UYGULAMADA EGITIM BILIMLERI
WoS Q Değeri
Q4
Scopus Q Değeri
N/A
Cilt
11
Sayı
1
