Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions

Zeynep Çiğdem Özcan; Emine Erktin

doi:10.12973/eurasia.2015.1402a

Full Text (PDF)

Zeynep Çiğdem Özcan ¹, Emine Erktin ² ^*

More Detail

¹ Maltepe University² Boğaziçi University^* Corresponding Author

Abstract

Background:
This study investigates the effect of homework assignments enriched with metacognitive questions on students’ mathematics achievement and homework behaviors.

Materials and methods:
A quasi-experimental design with pre- and post-test measures and two groups (experimental and control) was employed to investigate the effect of the enriched homework. Forty-four students participated in the study. Data were obtained through the Mathematics Homework Behaviors Scale. First semester mathematics scores taken from students’ report cards were used as a pre-test of mathematics achievement; the mean of second and third examination scores were used as a post-test.

Results:
The results revealed a significant difference between the mathematics scores of students in the experimental and the control groups. No significant differences were found between the homework behavior scores of the experimental group and the control group.

Conclusions:
The results were thought to be useful for mathematics teachers.

Keywords

homework assignments
metacognition
homework behavior
mathematics achievement

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 6, 1415-1427

https://doi.org/10.12973/eurasia.2015.1402a

Publication date: 29 Sep 2015

Article Views: 1970

Article Downloads: 1085

Open Access References How to cite this article

References

Baştürk, R. (2009). Deneme modelleri. In A. Tanrıöğen (Ed.), Bilimsel araştırma yöntemleri (pp. 29-50). Ankara: Anı Yayıncılık.
Bembenutty, H. (2009). Self regulation of homework completion. Psychology Journal, 6(4), 138-153.
Camahalan, F. M. G. (2006). Effects of self regulated learning on mathematics achievement of selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194-205.
Cardella-Elawar, M. (1992). Promoting self-regulation in mathematics problem solving through individualized feedback to bilingual students. Bilingual Review, 7(1), 36-45.
Cardella-Elawar, M. (1995). Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education, 11(1), 81-95. Doi: 10.1016/0742-051X(94)00019-3.
Desoete, A.,  Veenman, M. (2006). Metacognition in mathematics: Critical issues on nature, theory, assessment and treatment. In A. Deseote & M. Veenman (Eds.), Metacognition in mathematics education (pp. 1-10). New York: Nova Science Publishers.
Dunlosky, J.,  Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage Publication.
Du Toit, S., & Kotze, G. (2009). Metacognitive strategies in the teaching and learning of mathematics. Pythagoras, 70, 57-67. Doi: 10.4102/pythagoras.v0i70.39.
Efklides, A., Kiorpelidou, K., & Kiosseoglou, G. (2006). Worked-out examples in mathematics: Effects on performance and metacognitive experience. In A. Desoete & M. Veenman (Eds.), Metacognition in mathematics education (pp. 11-33). New York: Nova Science Publishers.
Flavel, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.
Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Doi: 10.3102/003465430298487.
Hill, S., Spencer, S., Alston, R., & Fitzgerald, J. (1986). Homework policies in the schools. Education, 107(1), 58-70.
Hoe, L. N., Cheong, A. C. S., & Yee, L. P. (2001). The role of metacognition in the learning mathematics among low achieving students. Teaching and Learning, 22(2), 18-30.
Hoek, D., Van den E., P., & Terwel, J. (1999). The effects of integrated social and cognitive strategy instruction on mathematics achievement in secondary education. Learning and Instruction, 9(5), 427-448. Doi:10.1016/S0959-4752(98)00026-7.
Hong, E., & Lee, K. (2006a). Homework Problems Questionnaire: Student Form. Las Vegas: University of Nevada, Las Vegas.
Hong, E., & Lee, K. (2006b).Homework Problems Questionnaire: Teacher Form. Las Vegas: University of Nevada, Las Vegas.
Hsiao, H.C., & Chang, J.C. (2003). A quasi-experimental study researching how a problemsolving teaching strategy impacts on learning outcomes for engineering students. World Transactions on Engineering and Technology Education, 2(3), 391-394.
Huitema, B. (2007). Analysis of covariance (ANCOVA). In N. J. Salkind, & K. Rasmussen (Eds.), Encyclopedia of measurement and statistics (pp. 30-33). Thousand Oaks, CA: Sage Publications. Doi: http://dx.doi.org/10.4135/9781412952644.n18
Jacobse, A. E.,  Harskamp, E. G. (2009). Student-controlled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation, 15(5), 447-463. Doi: 10.1080/13803610903444519.
Kapa, E. (2001). A metacognitive support during the process of problem-solving in a computerized environment. Educational Studies in Mathematics, 47, 317-336. Doi: 10.1023/A:1015124013119.
Kincannon, J., Gleber, C., & Kim, J. (1999, February). The effects of metacognitive training on performance and use of metacognitive skills in self-directed learning situations. Paper presented at the National Convention of the Association for Educational Communications and Technology, Houston, TX.
King, A. (1990). Reciprocal peer questioning: A strategy for teaching students how to learn from lectures. Clearing House, 64(2), 131-136. Doi: 10.1080/00098655.1990.9955828.
Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics Achievement: The Role of Homework and Self-efficacy Beliefs. Journal of Advanced Academics, 22(2), 310-339. Doi: 10.1177/1932202X1102200206.
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing metacognitive reasoning in the classroom: The effect of cooperative learning and metacognitive training. American Educational Research Journal, 40, 281-310. Doi: 10.3102/00028312040001281.
Küçük-Özcan, Z., Ç. (2000). Teaching metacognitive strategies to 6th grade students. (Unpublished master’s thesis). Boğaziçi University, İstanbul.
Labuhn, A. S., Zimmerman, B. Z., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standard. Metacognition Learning, 5, 173-194. Doi: 10.1007/s11409-010-9056-2.
Larson, C. O., Dansereau, D. F., O’Donnell, A. M., Hythecker, V. I., Lambiotte, J. G., & Rocklin, T. R. (1985). Effects of metacognition and elaborative activity on cooperative learning and transfer. Contemporary Educational Psychology, 10, 342-348. Doi: 10.1016/0361- 476X(85)90031-1.
Legg, A. M., & Locker, L. (2009). Math performance and its relationship to math anxiety and metacognition. North American Journal of Psychology, 11(3), 471-486.
Milli Eğitim Bakanlığı. (2008). İlköğretim programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
Mevarech, Z. R., & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394. Doi: 10.3102/00028312034002365.
Mevarech, Z., & Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition. Metacognition Learning, 1, 85-97. Doi: 10.1007/s11409-006-6584-x.
Organization of Economic Cooperation and Development. (2010). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science. Paris: OECD Publishing.
Organization of Economic Cooperation and Development. (2003). Learning for tomorrow’s world. First results from PISA 2003. Retrieved from http://www.oecd.org/dataoecd/1/60/ 34002216. pdf
Özcan, Z. Ç., & Erktin, E. (2013, September). Mathematics homework behavior scale: Reliability and validity study. Paper presented at the 21st Educational Sciences Conference, Istanbul.
Özsoy, G. (2007). İlköğretim beşinci sınıf düzeyinde üstbiliş stratejileri öğretiminin, problem çözme başarısına etkisi (Unpublished doctoral thesis), Gazi Üniversitesi, Ankara.
Özsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82.
Panaoura, A., Gagatsis, A., & Demetriou, A. (2009). An intervention to the metacognitive performance: Self regulation in mathematics and mathematical modeling. Acta Didactica Universitatis Comenianae Mathematics, 9, 63-79.
Panaoura, A., & Philippou, G. (2003, July). The construct validity of an inventory for the measurement of young pupils' metacognitive abilities in mathematics. Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference, Honolulu, HI.
Pilten, P. (2008). Üstbiliş stratejileri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi (Unpublished doctoral thesis), Gazi Üniversitesi, Ankara.
Polya, G. (1945). How to solve it: A new aspect of mathematical method. New Jersey: Princeton University Press.
Power, T.J., Dombrowski, S.C., Watkins, M.W., Mautone, J. A., & Eagle, J. W. (2007). Assessing children’s homework performance: Development of multi dimensional, multi informant rating scales. Journal of School Psychology, 45(3), 333-348. Doi: 10.1016/j.jsp.2007.02.002.
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218. Doi: 10.1177/1932202X1102200202.
Schmitz, B, & Perels, F. (2011). Self-monitoring of self-regulation during math homework behaviour using standardized diaries. Metacognition and Learning, 6, 255–273. Doi: 10.1007/s11409-011-9076-6.
Schunk, D. H., & Ertmer, P. A. (2000). Self regulation and academic learning: Self efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self Regulation (pp. 631-649). San Diego, CA: Academic Press.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Doi: 10.1006/ceps.1994.1033.
Shoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 164-194). New York: MacMillan.
Xu, J. (2011). Homework completion at the secondary school level: A multilevel analysis. The Journal of Educational Research, 104, 171-182. Doi: 10.1080/00220671003636752.
Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM Mathematics Education, 42, 219-229. Doi: 10.1007/s11858-009-0224-2.
Van der Walt, M., & Maree, K. (2007). Do mathematics learning facilitators implement metacognitive strategies? South African Journal of Education, 27(2), 223-241.
Walberg, H. J., Paschal, R. A., & Weinstein, T. (1985). Homework's powerful effects on learning, Educational Leadership, 42, 76-78.
Zimmerman, B. J. (1986). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. Doi: 10.1037/0022-0663.81.3.329.
Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397-417. Doi: 10.1016/j.cedpsych.2005.05.003.

How to cite this article

APA

Özcan, Z. Ç., & Erktin, E. (2015). Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1415-1427. https://doi.org/10.12973/eurasia.2015.1402a

Vancouver

Özcan ZÇ, Erktin E. Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions. EURASIA J Math Sci Tech Ed. 2015;11(6):1415-27. https://doi.org/10.12973/eurasia.2015.1402a

AMA

Özcan ZÇ, Erktin E. Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions. EURASIA J Math Sci Tech Ed. 2015;11(6), 1415-1427. https://doi.org/10.12973/eurasia.2015.1402a

Chicago

Özcan, Zeynep Çiğdem, and Emine Erktin. "Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1415-1427. https://doi.org/10.12973/eurasia.2015.1402a

Harvard

Özcan, Z. Ç., and Erktin, E. (2015). Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1415-1427. https://doi.org/10.12973/eurasia.2015.1402a

MLA

Özcan, Zeynep Çiğdem et al. "Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1415-1427. https://doi.org/10.12973/eurasia.2015.1402a