Investigation of middle school 7th grade students' metacognitive awareness levels of reading strategies and problem posing skills

The aim of this study was to investigate the seventh grade students' levels of metacognitive awareness of reading strategies and problem posing skills in terms of different variables and to determine the predictive relationships between these two variables. Through this study, ex post facto research and predictive research designs were used together. The population of the study consisted of seventh grade students studying in Kütahya city center in 2020-2021 Education Year; while the sample included 373 seventh grade students determined by proportional cluster sampling method among these students. The data of the study was obtained using "The Metacognitive Awareness of Reading Strategies Inventory" developed by Mokhtari and Reichard (2002) and adapted to Turkish by Öztürk (2012) and also "Problem Posing Test" developed by Turhan Türkkan (2017). For the analysis of the data gathered, descriptive and predictive statistics were utilized. As a result of the research, it was determined that the seventh grade students' levels of metacognitive awareness of reading strategies and problem posing skills were moderate. It was detected that the seventh graders' metacognitive awareness levels of reading strategies and their problem posing skills did not show any significant differences according to their receiving preschool education or not. It was concluded that metacognitive awareness and problem posing skills differed significantly depending on the frequency of reading books, using a computer and watching television, the type of game played and the Turkish course grade. Moreover, it was determined that the linear combinations of seventh grade students' metacognitive awareness of reading strategies and problem posing skills levels did not show a significant difference according to journaling status but showed significant difference by the mathematics course grade. Within the study, it was concluded that seventh grade students' levels of metacognitive awareness of reading strategies significantly predicted their problem posing skills and significantly explained 42% of the change in problem posing skills. Keywords: Mathematics instruction, metacognitive awareness of reading strategies, problem posing skill, seventh grade students