An investigation, based on some variables, into the attitudes of middle school students towards mathematics and metacognitive skills

Abstract

The aim of this study is to analyze the effects of gender and the education level of parents onstudents’ attitudes towards mathematics and metacognitive skills. The second aim of the study is toanalyze the relationship between previous mathematics grades with attitudes towards mathematics andmetacognition skills. This research is a survey model within quantitative descriptive studies. The researchwas carried out in a middle school which is selected as a convenient sampling methodology in theMelikgazi district of Kayseri, Turkey during the fall semester of 2018-2019 academic year. The sample ofthe study was with a total of 122 students from different grades in middle school — 29 fifth graders, 31sixth graders, 32 seventh graders, and 30 eighth graders. Metacognition Scale, Attitude Scale, andDemographics Scale were administered to students for collecting data. Independent samples t-test, oneway analysis of variance (ANOVA), and Pearson correlation analysis were run. In the analysis, there wasno statistically significant mean difference between attitude towards mathematics and metacognitive skillscores of girls and boys. There was no statistically significant mean difference between attitudes towardsmathematics and metacognitive skills of middle school students in terms of their parents’ education level.In this study, a moderately positive relationship was found between the students' previous year-endmathematics scores and their attitude towards mathematics and metacognitive skill total score.Moreover, a moderate positive relationship was found between attitude towards mathematics scores andmetacognition skill total scores. Mathematics activities for developing metacognition skills are suggestedin the classrooms.