The effect of project-based learning method on metacognitive awareness and perceived instrumental level of students

The aim of this study is to analyse the effect of teaching using project-based learning method on students' metacognitive awareness and perceived instrumental level. The research was carried out in a 4-week period of teaching Science course "systems and sense organs in our body" on a total of 54 students, one experimental and one control group studying in the 6th grade in the spring semester of 2018-2019 academic year. In the study, one of the quantitative research methods, pre-test post-test control group model was used. "Metacognitive Awareness Scale" and "Perceived Instrumentation Scale" were used in order to collect data. Scales were applied to the experimental and control group students as a pre-test at the beginning of the research and as a post-test at the end of the research. In order to determine which statistics will be used to compare the means of the obtained data, the distribution of points was examined. At the end of the study, pre-test post-test means of the groups were compared using t test for the groups independent of the normally distributed data and Mann Whitney U test for the non-normally distributed data. As a result of the study, it was concluded that project-based learning method had a significant positive effect on students' metacognitive awareness and perceived instrumental level. The results obtained were discussed and suggestions were made within the scope of related literature.