Examining the effect of out-of-school mathematics teaching on the development of metacognitive skills in early childhood

The aim of this study is to examine the effects of out-of-school mathematics teaching on the development of metacognitive skills in early childhood. The study employed a convergent parallel design, one of the mixed research methods. The quantitative data collected through the pretest-posttest control group quasi-experimental model were supported by qualitative data obtained from student diaries and the researcher-teacher's field notes. The study group was determined through convenience sampling. This study was conducted during the spring semester of the 2022-2023 academic year with 63 second-grade students (36 girls, 27 boys) studying at a public primary school in Çayırova district, Kocaeli province, Turkey. The study included an experimental group (n=32) and a control group (n=31). Lessons for the experimental group were conducted by the researcher, while those for the control group were taught by the classroom's regular teacher. During the six-week implementation period, lessons in the experimental group were supported with out-of-school mathematics teaching methods and activities. In contrast, lessons in the control group followed the existing Mathematics Curriculum. Quantitative data were collected using the "Mathematics Metacognition Scale for Students" and a "Personal Information Form." Qualitative data were gathered through student diaries maintained by the experimental group during the implementation process and the researcher-teacher's field notes. Data collected during the research process were analyzed using the SPSS 27 software package. Statistical analyses of the quantitative data were performed using the Kruskal-Wallis and Mann-Whitney U tests. For the qualitative data, content analysis was applied to student diaries. The data were transferred to the MAXQDA 20 software, and codes were created within the program. The researcher-teacher's field notes were analyzed using the descriptive analysis technique. Findings from the statistical analysis of the quantitative data revealed that the metacognitive skills of students in the experimental group were significantly higher compared to those in the control group after the experimental intervention. Findings regarding the variables of gender, socio-economic status, preschool education, private tutoring/course attendance in mathematics, and parental education and employment status indicated no statistically significant differences in the metacognitive skills of students between the pretest and posttest results. Analysis of the qualitative data showed that students in the experimental group expressed positive opinions about the out-of-school mathematics teaching method. Students described the lessons enriched with out-of-school mathematics teaching methods and activities as enjoyable, extraordinary, and exciting in terms of affective dimensions. They also stated that the study facilitated learning mathematics topics, contributing to more effective and lasting learning. The researcher-teacher's field notes supported these findings. The study concluded that applying out-of-school mathematics teaching methods and activities in mathematics lessons enhances the metacognitive skill levels of students in early childhood.