Universal Journal of Educational Research Vol. 4(11), pp. 2533 - 2540
DOI: 10.13189/ujer.2016.041106
Reprint (PDF) (276Kb)


The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates


Asude Balaban Dağal 1,*, Dilan Bayındır 2
1 Ataturk Education Faculty, Marmara University, Turkey
2 Necatibey Education Faculty, Balikesir University, Turkey

ABSTRACT

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching Department at Marmara University, Istanbul, Turkey. All of the candidates volunteered to participate to the study. The Demographic Form, The Metacognitive Awareness Inventory (MAI) and The Self-Directed Learning Readiness Scale (SDLRS) were used as the data collection tools. The academic achievement was determined by looking the grade point average of teacher candidates. The results of the research indicated that there was not a significant relationship between the level of metacognitive awareness and self-directed learning readiness with academic achievement of teacher candidates. A moderate relationship between the total scores of the metacognitive awareness and self-directed learning readiness was found.

KEYWORDS
Preschool Teacher Candidates, Metacognitive Awareness, Self-directed Learning, Academic Achievement

Cite this paper
Asude Balaban Dağal , Dilan Bayındır . "The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates." Universal Journal of Educational Research 4.11 (2016) 2533 - 2540. doi: 10.13189/ujer.2016.041106.