The Relationship between Metacognitive Awareness Levels, Learning Styles, Genders and Mathematics Grades of Fifth Graders

  •  Serdal Baltaci    
  •  Avni Yildiz    
  •  Bilal Özcakir    


Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students. Besides, it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners’ mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are “Metacognitive Awareness Scale for Children” and “Learning Styles Scale”. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels (MAL)—grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals’ way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students’ learning styles and metacognitive awareness levels are not considered.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

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