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EURASIA Journal of Mathematics, Science and Technology Education
Volume 11, Issue 6 (December 2015), pp. 1415-1427

DOI: 10.12973/eurasia.2015.1402a

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Research Article

Published online on Jul 02, 2016

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

Zeynep Cigdem Ozcan & Emine Erktin

Abstract

Metacognitive enrichment has become animportant component of modern mathematics instruction. This study investigatesthe effect of homework assignments enriched with metacognitive questions onstudents’ mathematics achievement and homework behaviors. A quasi-experimentaldesign with pre- and post-test measures and two groups (experimental andcontrol) was employed to investigate the effect of the enriched homework.Forty-four students, 25 boys and 19 girls, participated in the study. Thestudents in the experimental group responded to metacognitive questions as theyworked on homework that otherwise was common to both groups. First semester mathematicsscores taken from students’ report cards were used as a pre-test of mathematicsachievement; the mean of second and third examination scores were used as apost-test. The results revealed a significant difference between themathematics scores of students who had been given homework assignments enrichedwith metacognitive questions and those who had not been given such homework.  

Keywords: homework assignments,metacognition, metacognitive questions, mathematics achievement


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