An Investigation of Pre-service Teachers' Levels of Metacognitive Awareness in Terms of Certain Variables

This study focuses on metacognition and has two main purposes: (1) to determine pre-service teachers' levels of metacognitive awareness and (2) to determine how they relate to the variables of academic achievement, gender, grade level and department. The participants were pre-service biology, physics and chemistry teachers (N=367). The Metacognitive Awareness Inventory (MAI) was used as a data collection tool for determining the pre-service teachers' metacognitive awareness. This is an associational survey study. Pearson's correlation analysis, the independent samples t-test and one-way ANOVA were used to analyze the data. The results indicated a significant relationship between pre-service teachers' metacognitive awareness and academic achievement. Their metacognitive awareness also significantly varied by their grade level. However, no significant relationships were found between the pre-service teachers' metacognitive awareness and gender or department.