The effect of using multiple methods to develop metacognitive calibration on 6th grade students' calibration and metacognitive awareness

This study aims to assess whether doing repeated calibration exercises in quizzes, taking feedback about the accuracy of their judgements on the tasks, taking incentives and teacher modeling as a kind of strategy training, causes an improvement in students' metacognitive monitoring accuracy (i.e., they become better calibrated) and metacognitive awareness. This quantitative study has a quasi-experimental design including three groups: one control and two different calibration training groups. The sample of the study is 93 6th grade students studying at a state school in Ağrı. Postdictions of the students were used to calculate calibration scores at local and global level. Interventions for the two calibration groups lasted 4 weeks and before the intervention, initial data were collected via a mathematics quiz to be used as a pretest. There was no statistically significant difference in calibration scores of the participants in the three groups. Hence, Mixed ANOVA was conducted to assess the difference among the calibration scores of groups by using postdictions at local and global levels. In addition, Junior Metacognitive Awareness Inventory Version B was applied to the students at the beginning and end of the study to analyze the differences in students' metacognitive awareness according to time and types of group they are in. According to mixed ANOVA results, there is no significant interaction effect of time and type of calibration training on calibration and metacognitive awareness of students. Students' metacognitive awareness levels did not show changes within time and also among groups. However, students in all groups showed better calibration at the end of the study. Possible reasons for these results and implications for further research are discussed. Key words: Metacognition, Metacognitive Calibration, Strategy Training, Feedback, Reward, Repeated Calibration Exercises