Mediation role of mathematics and Turkish courses on the relationship between metacognition and problem-posing performance

The present study aimed to determine the mediating role of academic achievement in mathematics and Turkish lessons in the relationship between the metacognition and problem possing performance of 6th grade students. In this context, we uncovered direct and indirect relationship between metacognition and problem-posing performance. The study was designed with relational survey model from quantitative research models. The sample of the study consisted of 121 students in 6th grade level in Bayburt province in 2017-2018 academic year. The metacognitive scale developed by Yıldız, Akpınar, Tatar and Ergin (2009) for primary school students was used to determine the metacognitions of the students.In order to determine the problem-posing performances of the students, "the problem-posing test" and "rubric of the problem-posing test" were developed and validity and reliability studies were conducted. The problem-posing test prepared by Christou et al. (2005) is based on five different problem-posing situations.The problem-posing test, which consists of 10 questions in total, was developed in accordance with the acquisition of "Posing a problem requiring four operations with natural numbers" in the 6th grade mathematics curriculum.Student responses obtained from the problem-posing test were evaluated as "empty", "not a problem "and" problem".Then the answers identified as problems were evaluated and scored in accordance with the 6 criteria in the rubric and related criteria. The mediator role of Turkish and mathematics courses scores in the relationship between the students' metacognition and problem performance was analyzed in the SPSS 24 program with the PROCESS macro.The significance of mediation models was also investigated by sobel test. The results of the current studyshowed that mathematics and Turkish courses played a mediating role in the effect of metacognition on problem posing performance. The results indicated that the effects of mathematics and Turkish course together with the serial mediated role have a mediating effect on the problem posing performance effect of metacognition. In the study, direct and indirect effects of problem-posing performance on metacognition were examined and mediation models were determined.However, the total effect of the problem-posing performance on metacognition and the values obtained from the mediation models; In this study, we presented as alternative models within the scope of the study due to the fact that the metacognition was lower than the values obtained from the effect on problem posing performance. In line with the results obtained from the study, suggestions were made to other academic studies and educational stakeholders to be made.