Abstract
This study focuses on metacognition and has two main purposes: (1) to determine preservice teachers’ levels of metacognitive awareness and (2) to determine how they relate to the variables of academic achievement, gender, grade level and department. The participants were biology, physics and chemistry preservice teachers (N=367). The Metacognitive Awareness Inventory (MAI) was used as a data collection tool for determining the preservice teachers’ metacognitive awareness. This is an associational survey study. Pearson’s correlation analysis, the independent samples t-test and one-way ANOVA were used to analyze the data. The results indicated a significant relationship between preservice teachers’ metacognitive awareness and academic achievement. Their metacognitive awareness also significantly varied by their grade level. However, no significant relationships were found between the preservice teachers’ metacognitive awareness and gender or department.
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