Investigation of the relationship between eighth grade students' statistical reasoning levels, proportional reasoning skills and metacognitive awareness in problem solving process

The aim of this study is to examine the relationships among eighth-grade students' statistical reasoning levels, proportional reasoning skills, and metacognitive awareness in the problem-solving process in terms of various variables and to determine the correlations between these variables. The sample of the study consists of 523 students, including 265 male and 258 female students, from four different public middle schools in Adana during the 2023-2024 academic year. The data were collected using the Statistical Reasoning Level Determination Test, developed by the researcher to assess statistical reasoning levels, the Proportional Reasoning Achievement Test, developed by Ergene and Karaboğaz (2023) to measure students' proportional reasoning skills, and the Metacognitive Awareness Inventory, developed by Akın, Abacı, and Çetin (2007) to assess students' metacognitive awareness in the problem-solving process. The students first completed the Statistical Reasoning Level Determination Test, followed by the Proportional Reasoning Achievement Test, and finally, their metacognitive awareness was assessed using the Metacognitive Awareness Inventory. A correlational survey model was employed in this study to investigate the relationships among the variables. Descriptive statistics, independent samples t-tests, and multiple correlation techniques were used to analyze the data. The findings revealed no significant differences in statistical reasoning levels, proportional reasoning skills, and metacognitive awareness levels based on gender. However, a statistically significant relationship was found between mathematics achievement and statistical reasoning levels, proportional reasoning skills, and metacognitive awareness levels. Furthermore, the results indicate that statistical reasoning levels, proportional reasoning skills, and metacognitive awareness levels are positively and significantly correlated. These relationships highlight the critical role of metacognitive awareness in fostering deeper thinking and strategic reasoning skills in students' problem-solving processes. Additionally, the development of statistical and proportional reasoning skills enhances students' success in problem-solving and contributes to the overall improvement of their mathematical thinking capacity. The findings suggest that students with higher levels of metacognitive awareness develop more conscious and effective strategies in problem-solving. These results emphasize the need for instructional strategies aimed at enhancing these skills in education. A holistic approach to developing students' metacognitive awareness, statistical reasoning, and proportional reasoning skills may be an effective means to improve mathematical thinking processes. Ultimately, this study provides significant insights into the integration of these three competencies in education by thoroughly examining the relationship between metacognitive awareness and students' statistical and proportional reasoning skills. The findings underscore the necessity of structuring curricula and textbooks in a more integrated and effective manner to encompass these competencies. Keywords: Statistical reasoning, proportional reasoning, metacognitive awareness, mathematics achievement, problem-solving.