An investigating of metacognitive awareness and academic achievement among the department of art teaching students

This research is conducted to investigate whether there is a significant relationship between metacognitive awareness scores and academic achievement among the department of art teaching students. Also whether metacognitive awareness scores differentiate depending on age, gender, grade levels, and monthly income levels was investigated. Another aim of this research is point out the importance of cognitive dimensions of art education. The population of the study consists of the art teaching students in Turkey. The sample includes 228 students studying at second and forth grade in 2012-2013 academic year at Gazi University Department of Art Teaching. To determine student?s metacognitive levels, two research tools are used: The Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) and Personel Information Form prepared by researcher. Pearson product-moment correlation coefficient is used to analyze the relationships between metacognition and school achievement and age. The differentiation according to gender and grade levels in terms of having the related variables analyzed through t-test for independent groups technique. Furthermore one way anova is used to analyze monthly income levels of students. To sum up, the results showed that there is a significant relationship between metacognitive awareness and school achievement, in that metacognitive awareness was a positive predictor of academic success. In this context I recommend that teachers and educators teach or develop their student?s metacognitive awareness strategies. Keywords:Metacognition, Metacognitive Awareness, Art Education, Academic Achievement