A meta-analysis on metacognitive training in mathematics education

Metacognition has become the focus of mathematics education research in recent years. While there are many studies on metacognition in the mathematics education literature, there needs to be more studies on compiling these studies. For example, Baş and Özturan-Sağırlı (2017) conducted a compilation (meta-synthesis) study of qualitative studies on the use of metacognition in mathematics education research. However, a limited number of quantitative compilation studies (meta-analysis) will reveal the effect of metacognition in mathematics education. Muncer et al. (2022) conducted a meta-analysis study to examine the relationship between metacognition and mathematics achievement of adolescent students. As a result of the research, it was determined that there was a relationship between metacognition and mathematics achievement. Experimental research is fundamental because it manipulates independent variables and reveals the effect of dependent variables. For this reason, meta-analyses that will examine the effect of metacognitive training on mathematics achievement and problem-solving by manipulating independent variables are essential. This research is a meta-analysis to determine the joint effect of previous quantitative studies examining the effect of the metacognitive training method on Turkish students' mathematics achievement and problem-solving skills. As a result of the systematic screening, 12 experimental studies covering 2000-2023 that met the inclusion criteria were included in the study examining the effect of metacognition on mathematics achievement and problem-solving skills. The average effect size value of studies on mathematics achievement of metacognitive training was calculated as (g = 1.17), and the average effect size value of studies on problem-solving skills was calculated as (g = 1.37). As a result of the analysis, it was determined that the effect size values were significant. As a result, it was determined that metacognitive training positively affected mathematics achievement and problem-solving skills. Another study result is that the effect of metacognitive training on mathematics achievement and problem-solving is higher in primary school students than in secondary school students. This meta-analysis will reach a general conclusion with the data obtained from previous studies and will guide researchers studying metacognition in mathematics education in determining the subject.