The Degree of Relationship between the Secondary Education Students’ Learning Styles and Their Metacognitive Awareness

dc.creator	Özden Demir
dc.creator	Devrim Erginsoy Osmanoğlu
dc.date	2013-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:37Z
dc.date.available	2015-07-20T22:10:37Z
dc.identifier	1309-2707
dc.identifier	https://doaj.org/article/e41933cb302346aca6d6e1718c397aae
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13769
dc.description	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.© 2013 IOJES. All rights reserved
dc.language	Turkish
dc.language	English
dc.publisher	IOJES
dc.relation	http://www.iojes.net//userfiles/Article/IOJES_901.pdf
dc.relation	https://doaj.org/toc/1309-2707
dc.source	International Online Journal of Educational Sciences , Vol 5, Iss 2, Pp 421-440 (2013)
dc.subject	Metacognition
dc.subject	learning
dc.subject	learning styles
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Degree of Relationship between the Secondary Education Students’ Learning Styles and Their Metacognitive Awareness
dc.type	article