Teaching ratios, proportions, and percentages based on metacognition to 7th grade students: Reflections from the implementation process

This research aimed to examine the effect of teaching ratio-proportion and percentages subjects to 7th grade students using CRIME technique, one of the metacognitive teaching methods. The case study model, one of the qualitative research methods, was used in the study. Qualitative studies examining the learning process were determined and five semi-structured interview form items were prepared by the researcher for the interview form. The study group consisted of six students studying in the 7th grade at a public school in a province in the northeast of Turkey. Purposeful sampling method was used to determine the participants of the study. For this purpose, participants were determined from the 24-person student group to which the application was made using maximum diversity sampling method. The selected students were identified by asking the questions in the interview form. As a result of the analysis, it was determined that the metacognitive CRIME technique increased motivation, problem solving, course success and metacognitive skills. In the study, it was determined that the metacognitive CRIME technique improved metacognitive monitoring and evaluation skills in high-achieving students, while it did not show any change in the metacognitive skills of students with medium and low levels of success, which is an original result. Another unique result of the study is that the metacognitive CRIME technique was effective in the problem-solving skills of high and medium-achieving students, while there was no change in the problem-solving skills of low-achieving students.