Investigation of the efficiency of metacognitive IMPROVE technique in teaching ratio-proportion and developing proportional reasoning skills

This research was conducted to examine the effectiveness of the metacognitive IMPROVE technique in teaching ratio-proportionality to 7th grade students and developing proportional reasoning. Experimental research model, one of the quantitative research methods, was used in the study. The participants of the study were 58 secondary school students, 29 in the experimental group and 29 in the control group. To collect the data of the study, the ratio proportional success test and the proportional reasoning skill test developed by the researcher were used. Descriptive statistics and predictive statistics were used in the analysis of the collected data. The current situation of the students was presented with descriptive statistics, and covariance analysis was performed for predictive statistics. In the covariance analysis, the pre-tests of the groups were controlled and the post-tests were compared. As a result of the analysis, it was determined that the metacognitive IMPROVE technique increased the ratio proportionality achievement test scores and proportional reasoning skill scores of the students. However, it was determined that there was no significant difference between the experimental and control groups in terms of proportionality achievement test scores and proportional reasoning skill scores. Keywords: Ratio-proportion, proportional reasoning, metacognition, improve.