The Effect of Using Metacognitive Strategies in Mathematics Lesson on Students’ Metacognitive Awareness

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness.Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year.The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness.The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum.Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study.To better interpret the data obtained, various statistical tests were performed.The pre-test and posttest averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups.The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05).The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05).According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.