Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement?

Küçük Resim Yok

Tarih

2011

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

ELSEVIER SCIENCE BV

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

In this study, it is aimed to determine whether there is a differentation of metacognitive awareness strategies in prediction of high school students's mathematics and geometry course achievements. Data were obtained from 213 high school students and it is used to stepwise regression analyze technique to analyze the data. It is seen from the result that declarative knowledge of high school students is an significant predictor of mathematics course achievement (p<.05). Besides, it is found that the evaluation and procedural knowledge of metacognitive awareness strategies are significant predictors of geometry course achievement.

Açıklama

3rd World Conference on Educational Sciences (WCES) -- FEB 03-07, 2011 -- Bahcesehir Univ, Istanbul, TURKEY

Anahtar Kelimeler

Mathematics achievement, geometry achievement, metacognitive awareness

Kaynak

3RD WORLD CONFERENCE ON EDUCATIONAL SCIENCES - 2011

WoS Q Değeri

N/A

Scopus Q Değeri

N/A

Cilt

15

Sayı

Künye