The effect of the teaching linear equation subject with differentiate education on academic success, self-regulation strategies, motivational beliefs and metacognitive awareness

In this research, the effect of the teaching linear equations with differentiated teaching methods on that are eighth grade students' academic achievement, their self-regulation strategies, motivational beliefs and metacognition skills has been investigated. This research has been carried out in two secondary schools in Meram district of Konya in the spring semester of 2019-2020 academic year with a total of 49 students studying in the eighth grade, for 9 weeks (total of 45 hours). In this research, quantitative research methods have been used in the data collection and interpretation and this research is a semi-experimental research which includes the pretest-posttest control group. In this scope, experimental and control groups as equivalent to each other has been determined by considering their willingness to participate in this study. While the differentiated teaching method has been applying in the experimental group, the normal teaching process has been continued in the control group. Before and after application, "Linear Equations Test", "Metacognitive Awareness Scale" and " Motivated Strategies for Learning Questionnaire." has been applied in both groups. Firstly, in the analysis of the quantitative data obtained from these test and scales, to test the normality assumption, the Shapiro-Wilk test has been used. Then, in the light of the results obtained from the previous stage, "paired-independent t-test", "Wilcoxon test" and "Mann-Whitney U test" has been used to determine the relationship between the groups. As a result of this research, it has been observed that there is a significant difference between experimental group's students and control group's students in terms of academic achievement scores on behalf of experimental groups students. In addition to this, when the application results have examined, it has been seen that there was a significant difference on self-regulation skill score in favor of the experimental group. In addition, the relationships between experimental and control group students in terms of motivational beliefs and metacognition skills have examined. There has been an increase in favor of the experimental group in terms of motivational beliefs. But there has been no difference between the two groups in terms of metacognition skills.