An Investigation of Secondary School Students’ Levels of Problem Solving and Metacognitive Skills

The purpose of this study is to identify how well the perceptions of secondary school students regarding metacognitive skills are predicted by the scores obtained from “impetuous approach”, “thinking approach”, “avoidant approach”, “evaluator approach”, “selfconfident approach” and “planned approach” sub-scales used in identifying the problem solving skills. The study was conducted with 335 5th, 6th, and 7th grade students enrolled in five secondary in the center towns of Kars. The data obtained from “Problem Solving Inventory” and “Metacognition Scale” were analyzed using multiple regression analysis. Results show that there is a significant relationship between the concept of problem solving and metacognitive skills and that variables which identify problem solving skills are significant predictors of metacognitive skills.