Research Information System
Education Quarterly Reviews, vol.4, no.1, pp.617-626, 2021 (Peer-Reviewed Journal)
The aim of this study is to investigate The effect of logical thinking skills on the success of mathematics course
at the Metacognitive Awareness of Secondary School Students. The research was conducted in the Siirt city
centre of Fevzi Çakmak Secondary School with 120 5th, 6th, 7th and 8th grade students in 2018-2019 education
year. The data were collected through both Metacognitive Awareness Inventory Schraw ve Dennison (1994) and
the Test of Logical Thinking Skills Tobin and Capie (1981). During the research, the collected data were
analyzed using Pearson product-moment correlation coefficient, independent samples t-test, and linear
regression on SPSS. According to the results, a positive effect is evident the success of mathematics course
metacognitive awareness and logical thinking skills. There is a significant relationship between metacognitive
awareness and grade point average mathematics (GPAM) scores. In addition, there is a considerable relationship
between logical thinking skills and GPAM scores. The research results suggest that metacognitive awareness and
logical thinking skills are positive predictors of mathematics academic achievement. Also, it was examined
whether mathematics academic achievement, metacognitive awareness and logical thinking skills differ
according to gender. Results show that secondary school students’ mathematics academic achievement and
metacognitive awareness levels differ significantly in terms of gender. Female students are more successful than
male students. Besides, female secondary school students’ metacognitive awareness levels are higher than that of
male students. Also, the significant relationship was found between logical thinking skills with respect to the
gender.