The effect of teaching designed based on metacognitive planning and monitoring on algebra learning: Example of second degree equations with unknown

The aim of this research is to examine the effect of teaching designed based on metacognitive planning and monitoring on algebra learning in 10th grade students. For this purpose, a learning environment based on metacognitive planning and monitoring was designed and the effectiveness of this learning environment was evaluated. In the research, the intervention design, which is one of the mixed research methods, was used. The intervention pattern is usually created by adding qualitative data to an experimental study. In this study, experimental research was used as a quantitative research model and case study was used as a qualitative research model. In the 2021-2022 academic year, 61 high school students studying in the 10th grade in a city located in the east of Turkey participated in the research. 31 of the students were in the experimental group and 30 of them were in the control group. In the research, pretest and posttest application of the quadratic equations achievement test with one unknown was applied to both groups before and after giving the education based on metacognitive planning and monitoring. Quantitative data of the study were collected with quadratic equations with one unknown achievement test, and qualitative data were collected with semi-structured interview forms. Predictive statistics were used in the analysis of quantitative data. Covariance analysis was performed for predictive statistics. Content analysis was performed in the analysis of qualitative data. In the quantitative findings of the study, it was determined that there was a significant difference between the pre-test and post-test achievement scores of the experimental and control groups in favor of the experimental group. In the qualitative findings, it was determined that the students gained skills related to metacognitive planning, metacognitive prediction, metacognitive monitoring, metacognitive awareness, metacognitive assessment and motivation in the learning environment designed based on metacognitive planning and monitoring. It is expected that the results obtained in the research will make significant contributions to the literature on mathematics education.