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

Basit Öğe Kaydı
dc.contributor.authorKesici, Sahin
dc.contributor.authorErdogan, Ahmet
dc.contributor.authorOzteke, Hatice Irem
dc.date.accessioned2020-03-26T18:13:48Z
dc.date.available2020-03-26T18:13:48Z
dc.date.issued2011
dc.departmentSelçuk Üniversitesien_US
dc.description3rd World Conference on Educational Sciences (WCES) -- FEB 03-07, 2011 -- Bahcesehir Univ, Istanbul, TURKEYen_US
dc.description.abstractIn 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.en_US
dc.description.sponsorshipAnkara Univ, Near E Univen_US
dc.identifier.doi10.1016/j.sbspro.2011.04.165en_US
dc.identifier.endpage2662en_US
dc.identifier.issn1877-0428en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage2658en_US
dc.identifier.urihttps://dx.doi.org/10.1016/j.sbspro.2011.04.165
dc.identifier.urihttps://hdl.handle.net/20.500.12395/26162
dc.identifier.volume15en_US
dc.identifier.wosWOS:000466750602130en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherELSEVIER SCIENCE BVen_US
dc.relation.ispartof3RD WORLD CONFERENCE ON EDUCATIONAL SCIENCES - 2011en_US
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectMathematics achievementen_US
dc.subjectgeometry achievementen_US
dc.subjectmetacognitive awarenessen_US
dc.titleAre the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement?en_US
dc.typeConference Objecten_US

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