The Effect of Metacognitive Strategies Instructed Through Cognitive Coaching on The Metacognitive Skills and Retention in 6TH Grade Social Studies Lesson

Abstract

The aim of this study is to investigate the effect of metacognitive strategies instructed through cognitive coaching on the metacognitive skills and retention. The study was conducted in the second semester of 2007-2008 education year with 6th grade students of three schools chosen randomly and located in Seyhan, Adana. The data obtained from the metacognition scale and from the interview forms were analyzed using content analysis methods while the quantitative data were analyzed using One-way
analysis of variance and covariance analysis. At the end of the study a significant difference was detected in experimental group’s favour regarding self monitoring, evaluation, awareness, and cognitive strategies aspects in metacognition scale post test. As to the retention marks, although a significant difference was detected in experimental group’s favor regarding awareness, no significant difference was found in experimental group’s favor regarding cognitive strategies and evaluation aspects. However, the second control group displayed a significant difference in retention test in self monitoring aspect. Besides, students in the experimental group stated that the instruction improved their self evaluation, planning and organization skills