Research on Education and Psychology
Yazarlar: Hatice YILDIZ DURAK, Nilüfer ATMAN USLU
Konular:Eğitim, Bilimsel Disiplinler
DOI:10.54535/rep.1010951
Anahtar Kelimeler:Collaborative learning,Group Metacognition,Metacognition,University students
Özet: Group Metacognition Scale (GMS) developed by Biasutti and Frate (2018) was adapted into Turkish in this study. The original scale was a 20-item, 4-factor self-report scale measuring students' metacognitive group skills and addressing what generally happened in their group during online collaborative activities. The study was conducted with 208 university students who performed group activities and tasks in online collaborative learning environments. Purposive and convenient sampling method was used in the selection of the participants. According to the confirmatory factor analysis performed in the study, it was found that the fit indices indicated an acceptable fit of the data. It was seen that the factor loadings of the items in the scale vary between 0.51 and 0.82. Cronbach's alpha values for the factors in the scale were calculated as knowledge of cognition, 0.851, planning 0.851, monitoring 0.787 and evaluating 0.845. In this study, the differentiation status of group metacognition scores according to gender and perception of achievement was also examined. The subscales and total score mean of the group metacognition scale of the participants showed a significant difference according to gender and perception of achievement. Suggestions were made within the framework of the findings.