Abstract

It is reported in previous studies that questioning approach, as an in-class instruction method, supports students’ active participation, arouses curiosity, increases motivation, and facilitates focusing on the subject. The aim of this study is to investigate the effects of problem-solving method based on metacognitive questioning on pre-service elementary’s self-regulation skills in mathematics. The study was conducted as pre-test and post-test experiment-control group quasi-experimental design. The sample of the study consisted of 110 freshmen in an elementary school education program at a public university located in Central Anatolia. In experimental group problem-solving method based on metacognitive questioning was implemented, whereas in control group traditional problem solving approach was implemented. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as the measurement tool. To analyze the data, Multivariate Analysis of Covariance was conducted. According to the results, problem-solving based on metacognitive questioning approach has statistically significant effects on sub-dimensions of self-regulated learning skills such as task value, control of learning beliefs, metacognitive self-regulation and effort regulation. No statistically significant effect was found for the rest of the sub-dimensions. According to the all results, it can be stated that problem-solving method based on metacognitive questioning is the method that may develop some sub-dimensions of student’s self- regulation skills.

Key words: Mathematics Education, Problem Solving, Metacognitive Questioning, Self-Regulation, Pre-Service Teacher