The relation between metacognitive learning strategies and examination anxiety and success im mathematic lessons

In this study, the relation between metacognitive learning strategies andexamination anxiety and success of final year secondary school students in mathematiclessons was examined.A 45 question mathematic test was prepared using examination anxiety scaledeveloped by Necla ÖNER and metacognitive learning strategies scale developed byAyşen GURCAN NAMLU. In the academic year of 2003-2004 these scales and themathematic test was applied to 480 students attending final year secondary schools ofFatih Anadolu and Atatürk.In this study description investigation method and percentage, frequency,corelation and multi-regression analysis was applied. Tables were formed using SPSS10 analyzer and the level of meaningful analysis accepted as 0.05.The relation between metacognitive learning strategies and examination anxietyand success of final year secondary school students in mathematic lessons wasdetermined by using four criteria from our study and comparing it with previous similarstudies. From our study we deduced that success in mathematic lessons was directlyrelated with reduction in examination anxiety and the planning, evaluation anddevelopment of skills in metacognitive learning strategies.From our conclusions the success of students in mathematic lessons can beincreased by reduction in examination anxiety and by the development of studiesconcerning planning and evaluation of learning strategies.