The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample)

This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Or...

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Bibliographic Details
Published in:Educational sciences : theory & practice 2011, Vol.11 (1), p.148
Main Authors: Caliskan, Muhittin, Sunbul, Ali Murat
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Tests
Behavioral Objectives
Control Groups
Direct Instruction
Evaluation Methods
Experimental Groups
Foreign Countries
Grade 6
Interviews
Investigations
Learning Processes
Learning Strategies
Learning Theories
Lifelong Learning
Metacognition
Outcomes of Education
Primary Education
Repetition
School Administration
Teaching Methods
Test Results
Theories
Thinking Skills
Turkey
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Summary:This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located in the city center of Konya. Forty-two students participated in the study, 21 in the experimental group and 21 in the control group. Groups were equalized on the basis of the Learning Strategies Scale, Turkish Lesson Metacognitive Knowledge Interview Form, and pre-test results of Turkish Lesson Achievement Test. In the experimental group, strategy instruction was given by the researcher himself for 15 weeks, using a direct instruction approach. At the end of the study, it was found that learning strategies instruction increased awareness of strategy and metacognitive knowledge and it was effective in using metacognitive skills. It was also found that using metacognitive skills increased achievement.
ISSN:1303-0485