Abstract

The aim of this study is to analyze the effects of gender and the education level of parents on students’ attitudes towards mathematics and metacognitive skills. The second aim of the study is to analyze the relationship between previous mathematics grades with attitudes towards mathematics and metacognition skills. This research is a survey model within quantitative descriptive studies. The research was carried out in a middle school which is selected as a convenient sampling methodology in the Melikgazi district of Kayseri, Turkey during the fall semester of 2018-2019 academic year. The sample of the study was with a total of 122 students from different grades in middle school — 29 fifth graders, 31 sixth graders, 32 seventh graders, and 30 eighth graders. Metacognition Scale, Attitude Scale, and Demographics Scale were administered to students for collecting data. Independent samples t-test, one-way analysis of variance (ANOVA), and Pearson correlation analysis were run. In the analysis, there was no statistically significant mean difference between attitude towards mathematics and metacognitive skill scores of girls and boys. There was no statistically significant mean difference between attitudes towards mathematics and metacognitive skills of middle school students in terms of their parents’ education level. In this study, a moderately positive relationship was found between the students' previous year-end mathematics scores and their attitude towards mathematics and metacognitive skill total score. Moreover, a moderate positive relationship was found between attitude towards mathematics scores and metacognition skill total scores. Mathematics activities for developing metacognition skills are suggested in the classrooms.

Key words: Attitude towards mathematics, metacognitive skills, middle school students, gender, parents’ education level, mathematics achievement scores