The Relationship Between Science Epistemic Metacognition and Science Achievement

摘要

This study was an explanatory correlational research design to examine the relationship between science epistemic metacognition and science achievement. The sample population was 81 students in Grades 3 through 7. The students attended a suburban, private K-8 school outside of Washington, DC. It was hypothesized that there is a statistically significant relationship between science epistemic metacognition and science achievement. Students completed a science epistemic beliefs survey and a science metacognition instrument. Science achievement was measured by student grade point average over six academic quarters. Data was collected from the students and analyzed using a multiple linear regression correlation analysis. The discussion summarized the findings, presented conclusions, discussed implications, and offered recommendations for future study in the area of science epistemic metacognition and science achievement.