The degree of relationship between the secondary education students’ learning styles and their metacognitive awareness

The fundamental aim of this study is to investigate the metacognitive skills of the ongoing ninth, tenth, eleventh and twelfth secondary and vocational education students from the perspectives of social- demographic variables in in Kağızman, central district of Kars city. Pertaining to this aim, questions have been put forward: 1- ) Are there any meaningful differences between the ongoing ninth, tenth, eleventh and twelfth secondary education students and ongoing vocational education students in terms of high school type, gender, grade level, in terms of parents' educational level; a) Are there any meaningful differences between learning styles?, b) Are there any meaningful differences between metacognitive skills? 2- ) Are there any meaningful correlation the ongoing ninth, tenth, eleventh and twelfth secondary education students and ongoing vocational education students in terms of high school type, metacognitive skills and learning styles. In the study, the data collection tool was the metacognition awareness scale of Çetinkaya which he used in his thesis in 2000 (Cronbach’s Alfa .87) and the learning styles of high school students was developed in 1984 by Kolb Learning Style Inventory. There is a statistical meaningful relationship between the awareness and the evaluation and the dimension of metacognitive awareness scale of controlling of the self. There is a statistical meaningful relationship between awareness and points of metacognitive strategies and dimension of evaluation.

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Metacognition ,

learning ,

learning styles ,