Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement?

摘要

In this study, it is aimed to determine whether there is a differentation of metacognitive awareness strategies in prediction of high school students's mathematics and geometry course achievements. Data were obtained from 213 high school students and it is used to stepwise regression analyze technique to analyze the data. It is seen from the result that declarative knowledge of high school students is an significant predictor of mathematics course achievement (p<.05). Besides, it is found that the evaluation and procedural knowledge of metacognitive awareness strategies are significant predictors of geometry course achievement.