The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

Dilan Bayındır,Asude Balaban Dağal

doi:10.13189/ujer.2016.041106

Dilan Bayındır, Asude Balaban Dağal

Open Access

https://doi.org/10.13189/ujer.2016.041106

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Abstract

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Ataturk Education Faculty, Preschool Teaching Department at Marmara University, Istanbul, Turkey. All of the candidates volunteered to participate to the study. The Demographic Form, The Metacognitive Awareness Inventory (MAI) and The Self-Directed Learning Readiness Scale (SDLRS) were used as the data collection tools. The academic achievement was determined by looking the grade point average of teacher candidates. The results of the research indicated that there was not a significant relationship between the level of metacognitive awareness and self-directed learning readiness with academic achievement of teacher candidates. A moderate relationship between the total scores of the metacognitive awareness and self-directed learning readiness was found.

Highlights

Self-Directed Learning Readiness Scale (SDLRS) were used Flavell in the mid-1970s [2]
This study aims to identify the relationship between (1) level of metacognitive awareness and readiness for self-directed learning with academic achievement and (2) level of metacognitive awareness and readiness of self-directed learning of preschool teachers
The level of relationship between the total score of the metacognitive awareness inventory and academic achievement, the level of relationship between the self-directed learning readiness scale total score and academic achievement were analyzed by regression analysis

Summary

Introduction

Self-Directed Learning Readiness Scale (SDLRS) were used Flavell in the mid-1970s [2]. This concept can be defined as as the data collection tools. The academic achievement was monitoring and controlling the cognition, in other words as determined by looking the grade point average of teacher the individual’s thinking of his/her own cognitive processes candidates. Metacognitive awareness and self-directed learning Knowledge about cognition means that individuals have readiness with academic achievement of teacher candidates. A moderate relationship between the total scores of the strategies whereas cognitive skills define processes that metacognitive awareness and self-directed learning organize and control cognition like planning, monitoring and readiness was found. Preschool Teacher Candidates, Metacognitive Awareness, Self-directed Learning, Academic Achievement very popular area of studies especially in recent times. Considering the effects of the teachers on the students, the importance of investigating the relation of these variables of teachers is conspicuous

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