THE EFFECT OF METACOGNITIVE STRATEGIES INSTRUCTED THROUGH COGNITIVE COACHING ON ACADEMIC ACHIEVEMENT

Dr. Ozden Demir
Dr. Ahmet Doğanay
Cukurova University

Abstract

This study investigates the effect of instruction based on cognitive strategies through cognitive coaching on academic success and on the retention of learning. The study was designed as pre test post test control group experimental design in which the groups were designed as two control and one experimental group. The study was conducted in the second semester of 2007-2008 education year with 6th graders in three elementary schools located in Seyhan, Adana. The participants of the study were 70 students: 20 in the first experimental group, 25 in the first control group, and 25 in the second control group. The data obtained from the study were analyzed using SPSS 15.0 statistical programming. After the means and the standard deviations were presented descriptively, their correlations were analyzed using One-way analysis of variance (Anova) and covariance analysis (Ancova). As a result, a significant difference was found in experimental group’s favor regarding achievement test total, recall, comprehension and higher-level acquisition marks. While a significant difference was observed in experimental group’s favor in terms of the achievement test retention marks total, comprehension, higher level acquisition, a significant difference was found in the first control group’s favor in terms of recall marks.

Keywords

Cognitive coaching, metacognition, metacognitive strategies, academic achievement, social studies.