International Journal of Learning and Teaching

International Journal of Learning and Teaching

An Analysis of the Metacognitive Awareness Levels of Students in Firat University's Department of Sports Sciences According to Their Program Types and Grades

Yazarlar: Cemal Gündoğdu, Evrim Celebi

Cilt 9 , Sayı 2 , 2017 , Sayfalar 285-290

Konular:-

Anahtar Kelimeler:Metacogniton,Metacognitive awareness,Student

Özet: This descriptive study aims to identify the metacognitive awareness levels of the students in the Faculty of Sports. The population consists of 854 students receiving daytime and evening edeucation in the Sports Faculty of Fırat University. No sampling was done, and 684 students (80.1 %) were reached. The data were collected with the Metacognitive Awareness Inventory (MAI) and a personal information sheet. The mean score for the knowledge of cognition dimesion of the evening education (type of course) students (64.2±10.2) was found to be significantly higher than that of the daytime students (61.5±10.2) (p<0.05). The mean score for the knowledge of cognition dimesion of the freshmen students (64.1±9.5) was higher than that of the other students’ (p<0.05). There was no significant difference between the MAI and its dimensions and the parental education level, and parental occupation.    

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@article{2017, title={An Analysis of the Metacognitive Awareness Levels of Students in Firat University’s Department of Sports Sciences According to Their Program Types and Grades}, volume={9}, number={285–290}, publisher={International Journal of Learning and Teaching}, author={Cemal Gündoğdu, Evrim Celebi}, year={2017} }
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Cemal Gündoğdu, Evrim Celebi. (2017). An Analysis of the Metacognitive Awareness Levels of Students in Firat University’s Department of Sports Sciences According to Their Program Types and Grades (Vol. 9). Vol. 9. International Journal of Learning and Teaching.
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Cemal Gündoğdu, Evrim Celebi. An Analysis of the Metacognitive Awareness Levels of Students in Firat University’s Department of Sports Sciences According to Their Program Types and Grades. no. 285–290, International Journal of Learning and Teaching, 2017.
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