Examination of the relationship between primary school teachers' and students' metacognitive skills

Metacognition refers to the capacity of individuals to observe, evaluate, and regulate their own thinking processes when necessary. This ability allows individuals to evaluate, organize, and improve their learning strategies, enabling them to achieve learning goals and increase academic achievement. High awareness of metacognition enables both students and teachers to manage learning processes more effectively, thus increasing academic success. The research was conducted in the 2022-2023 Spring semester. The study group of the research includes 495 students studying in 25 different classes of 7 public schools from four different districts in Ordu province. Fourth grade students with different socio-economic characteristics, who continued with the same teacher until the fourth grade, were included in the research. Students who attended the class in different periods were not included in the research group. In the study, the Metacognition Knowledge and Skills Scale and the Teacher Metacognition Scale were administered to the students. The data obtained was analyzed using the SPSS (Statistical Package for Social Sciences) Windows 25.0 program. The relationship between the student metacognition knowledge and skills scale and its sub-dimensions was examined; Prediction Evaluation scores are significant at 6.53±4.37; Declarative Knowledge group score was significant at 2.62±1.20. The group score is not significant with Status Information 12.86±5.83. Planning group score is not significant with 7.92±4.06. Tracking is 14.71±4 and Procedure Information is 19.99±7, both of which are insignificant. Metacognition total was calculated as 64.64 ±19 and is not meaningful. It can be said that among the findings of the relationship between the student metacognitive knowledge and skill scale and its sub-dimensions in the table, it shows a meaningful result only in Prediction and Evaluation. The average teacher metacognition inventory scores were examined; The average was calculated as 106.80±13.11. This finding is remarkable and it can be said that teachers have high levels of metacognitive skills. Student metacognition skills and teacher metacognition skills were examined in the findings of the research; When the relationship between teachers' metacognition scores and students' "predictive evaluation, declarative knowledge, situational knowledge, planning, monitoring and predictive knowledge" was examined, it was seen that there was a positive relationship only between teachers' and students' planning scores (r = .469; p = .018). . These results show that the metacognitive knowledge and skill scale reveals a significant relationship only in the Prediction and Evaluation sub-dimension, and the other sub-dimensions do not show any significant difference. The findings of the study emphasize the effect of teachers' metacognitive skills on student planning skills and may offer suggestions for many studies to be conducted in the future.