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An investigation of the relationship between metacognition and mathematics achievement

Asia Pacific Education Review volume 12, pages 227–235 (2011)Cite this article

Abstract

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.

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Authors and Affiliations

  1. Department of Elementary Education, Faculty of Education, Aksaray University, 68100 Kampus, Aksaray, Turkey

    Gökhan Özsoy

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  1. Gökhan Özsoy
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Correspondence to Gökhan Özsoy.

Appendix: Sample items for MAT (Mathematics Achievement Test)—Grade 5

Appendix: Sample items for MAT (Mathematics Achievement Test)—Grade 5

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Özsoy, G. An investigation of the relationship between metacognition and mathematics achievement. Asia Pacific Educ. Rev. 12, 227–235 (2011). https://doi.org/10.1007/s12564-010-9129-6

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