Universal Journal of Educational Research Vol. 6(8), pp. 1795 - 1802
DOI: 10.13189/ujer.2018.060824
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Investigating the Correlation between the Frequency of Using Metacognitive Reading Strategies and Non-routine Problem Solving Successes in Fifth Grade Students


Sevil Büyükalan Filiz 1, Mustafa Erol 2,*, Ahmet Erol 3
1 Department of Educational Sciences, Faculty of Education, Gazi University, Ankara, Turkey
2 Department of Elementary Education, Faculty of Education, Yıldız Technical University, İstanbul, Turkey
3 Department of Elementary Education, Faculty of Education, Pamukkale University, Denizli, Turkey

ABSTRACT

The aim of this study is to examine the correlation between the frequency of using metacognitive reading strategy use and non-routine problem-solving achievements in fifth grade students. The study was conducted by using the correlational survey model, one of quantitative research methods. The participants of the study consisted of 308 fifth grade students who were studying in public schools in Istanbul and Ankara in 2017-2018 school year and were selected with convenient sampling method. The data of the study were gathered using the form for the frequency of using metacognitive reading strategy by the students and the non-routine problem solving achievement Test. In the study, the form for the frequency of using metacognitive reading strategy was applied in order to determine metacognitive reading strategies of the studies and on the following day, the achievement test including non-routine problems was then applied to the students. Simple Linear Regression Analysis and Pearson Product-Moments Correlation Analysis were used in the analysis of the data obtained in the study. According to the results of the study, there was a positive correlation between the frequency of using metacognitive reading strategy and non-routine problem-solving achievements in fifth grade students and metacognitive reading strategies were a predictor of non-routine problem-solving achievement.

KEYWORDS
Metacognitive Reading Strategies, Non-routine Problems

Cite this paper
Sevil Büyükalan Filiz , Mustafa Erol , Ahmet Erol . "Investigating the Correlation between the Frequency of Using Metacognitive Reading Strategies and Non-routine Problem Solving Successes in Fifth Grade Students." Universal Journal of Educational Research 6.8 (2018) 1795 - 1802. doi: 10.13189/ujer.2018.060824.