Examination with the Structural Equation Modeling of the Relationship between Mathematical Metacognition Awareness with Skill Perception of Problem Solving of Secondary School Students
Küçük Resim Yok
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The purpose of this study is to investigate the relationship between mathematical metacognition awareness and skill perceptions of problem solving of students. The relational model of quantitative research model was used in this study. The study carried out on secondary school students (n = 145) determined by the maximum variation method of the kind of purposeful sampling studying on three state secondary schools in the fall semester of 2014-2015 academic terms in the province of Kars city of the Eastern Anatolia Region of Turkey. Problem solving inventory for research in children and mathematical metacognition awareness inventory located in the literature are used in the study. AMOS 5.0 statistical software package is utilized in the study while the observed variables are being predicted in the process of model creation. According to the results of the study, there is a significant positive relationship between mathematical metacognition awareness and skill perception of problem solving (r = .52). However, skill perception of problem solving directly affects mathematical metacognition awareness in a positive manner (? = .28, p < 0.01). In this context, about %28 of the differentiation in mathematical metacognition awareness of students originate from skill perception of problem solving for all three variables are included in the regression equations
The purpose of this study is to investigate the relationship between mathematical metacognition awareness and skill perceptions of problem solving of students. The relational model of quantitative research model was used in this study. The study carried out on secondary school students (n = 145) determined by the maximum variation method of the kind of purposeful sampling studying on three state secondary schools in the fall semester of 2014-2015 academic terms in the province of Kars city of the Eastern Anatolia Region of Turkey. Problem solving inventory for research in children and mathematical metacognition awareness inventory located in the literature are used in the study. AMOS 5.0 statistical software package is utilized in the study while the observed variables are being predicted in the process of model creation. According to the results of the study, there is a significant positive relationship between mathematical metacognition awareness and skill perception of problem solving (r = .52). However, skill perception of problem solving directly affects mathematical metacognition awareness in a positive manner (? = .28, p < 0.01). In this context, about %28 of the differentiation in mathematical metacognition awareness of students originate from skill perception of problem solving for all three variables are included in the regression equations
The purpose of this study is to investigate the relationship between mathematical metacognition awareness and skill perceptions of problem solving of students. The relational model of quantitative research model was used in this study. The study carried out on secondary school students (n = 145) determined by the maximum variation method of the kind of purposeful sampling studying on three state secondary schools in the fall semester of 2014-2015 academic terms in the province of Kars city of the Eastern Anatolia Region of Turkey. Problem solving inventory for research in children and mathematical metacognition awareness inventory located in the literature are used in the study. AMOS 5.0 statistical software package is utilized in the study while the observed variables are being predicted in the process of model creation. According to the results of the study, there is a significant positive relationship between mathematical metacognition awareness and skill perception of problem solving (r = .52). However, skill perception of problem solving directly affects mathematical metacognition awareness in a positive manner (? = .28, p < 0.01). In this context, about %28 of the differentiation in mathematical metacognition awareness of students originate from skill perception of problem solving for all three variables are included in the regression equations
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
İnönü Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
17
Sayı
1
