ÜSTBİLİŞSEL STRATEJİLERLE DESTEKLİ 5E MODELİNİN EŞİTLİK VE DENKLEM KONUSUNDA BAŞARI, TUTUM VE ÜSTBİLİŞSEL BECERİYE ETKİSİ

Abstract

This research aimed to investigate the effects of the 5E model supported by metacognitive strategies on students' academic achievement, attitudes toward mathematics, and metacognitive skills in teaching equations and equality. The sample consisted of 90 seventhgrade students studying at a public middle school in the Marmara Region in the 2023-2024 academic year. The research was designed using a quasi-experimental model with a pre-test and post-test control group. It included two experimental groups and one control group. The first experimental group (Group I) was taught using the 5E model supported by metacognitive strategies, the second experimental group (Group II) was taught using only the 5E model, and the control group was taught using the existing curriculum for equations and equality. The implementation period of the study lasted 4 weeks (20 lesson hours). The data of the research was obtained by using the "Equations and Equality Achievement Test," "Attitude Scale Toward Mathematics," and "Metacognitive Awareness Inventory." before and after the experimental intervention. The findings revealed that the academic achievement, attitudes toward mathematics, and metacognitive skills of the students in the experimental groups were significantly higher compared to those in the control group. However, although there was a difference in favor of Group I between the students taught with the 5E model supported by metacognitive strategies and those taught with only the 5E model (Group II), this difference was not statistically significant. Based on the findings, it is recommended that future studies investigate the effects of the 5E model supported by metacognitive strategies, across different age groups, various subject areas, and longer implementation periods.