The Effect of Metacognitive Strategies Instructed Through Cognitive Coaching on The Metacognitive Skills and Retention in 6TH Grade Social Studies Lesson
Year: 2010
Type: article
Abstract: The aim of this study is to investigate the effect of metacognitive strategies instructed through cognitive coaching on the metacognitive skills and retention. The study was conducted in the second semester of 2007-2008 education year with 6 th grade students of three schools chosen randomly and located in Seyhan, Adana. The data obtained from the metacognition scale and from the interview forms were analyzed using content analysis methods while the quantitative data were analyzed using One-way analysis of variance and covariance analysis. At the end of the study a significant difference was detected in experimental group's favour regarding self monitoring, evaluation, awareness, and cognitive strategies aspects in metacognition scale post test. As to the retention marks, although a significant difference was detected in experimental group's favor regarding awareness, no significant difference was found in experimental group's favor regarding cognitive strategies and evaluation aspects. However, the second control group displayed a significant difference in retention test in self monitoring aspect. Besides, students in the experimental group stated that the instruction improved their self evaluation, planning and organization skills. Purpose and significance: This study investigates the effect of metacognitive strategies instructed through cognitive coaching on the metacognitive skills and retention in 6 th grade social studies lesson. In accordance with this aim, social studies achievement test scores of the experimental group instructed metacognitive strategies through cognitive coaching and the control group which was not determined the following sub aims: 1) When the self monitoring, evaluation, awareness and cognitive strategies aspects pre test scores are covariated, is there a significant difference between the post test marks? 2) When the self monitoring, evaluation, awareness and cognitive strategies aspects post test scores are covariated, is there a significant difference between the retention marks? In order to support the findings obtained from the experimental study with qualitative data, we sought for the answer to this question What are the opinions of students in the experimental group about the applications of the lesson? Methods: The data obtained from the study were analyzed using SPSS 15.0 statistical programming. After the means and the standard deviations were presented descriptively, their correlations were analyzed using One- way analysis of variance (Anova) and covariance analysis. And in this study qualitative research method was used. In the first step, a natural observation by the researchers and in the second step a semi-structured observation and semi- structured interview were used. The findings were analyzed within the framework of the principles of content analysis. The findings were analyzed within the framework of the principles of content analysis. Results: The results obtained from the findings were summarized in the light of the research questions as follows:
Source: İlköğretim Online
Authors: Özden Demır, Ahmet Doğanay
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2414205290