Cognitive factors and chemistry achievement through online education

The purpose of this thesis research students attending online chemistry class is to investigate whether their metacognitive avarenes and self-regulation skills of students have on effect on their academics success. Additionally, it was investigated whether the perception levels of the students change with online chemistry education before and after the practice. Electrochemistry, solutions, acid-base, chemical bonds topics were selected to measure academic success in practice.In the research, academic achievement tests developed during the research process, metacognitive awareness inventory self-regulating learning strategies,online education perception scale were applied. The research pattern is one group pretest post test pattern of from experiment to patterns. The study group is 149 teacher candidates who are graduated or senior students in chemistry, chemistry technology, science teaching. There was a significantincrease in students online education perception, metacognitive awareness level and online self-regulated learning strategies before and after the practice.It has been observed that, there was a significant increase in the scores of the students in the academic achievement test between the pretest and posttest. The teaching practice in research is an independent variable. Regression analysis method was used on the studyto measure the relationship between two or more variables and findings were interpreted. Students metacognitive awareness levels and self-regulation strategies in onlinelearning their academic achievement. However, student perception levels of online education don't predict their academic success.