The Correlation between the Fourth Grade Students’ Level of Functional Literacy and Metacognitive Awareness

Abstract

The present study aims at presenting the relationship between the fourth grade primary school students’ level of functional literacy and metacognitive awareness. The study group of the research is made up of 406 fourth grade students attending school during 2015-2016 academic year in Niğde. This study adopts survey model and its data collection tools include the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) and the Metacognitive Awareness Scale for Children. In relation to these points, this study also attempts to explore the students’ demographical characteristics, their level of functional literacy and metacognitive awareness and whether the level of functional literacy and metacognitive awareness differentiate according to their gender, preschool education and their mother’s employment status. In the light of the findings, it has been concluded that there is a moderate level of positive and significant correlation between the level of functional literacy and metacognitive awareness of the 4^th grade primary school students (r=.480, p<.001). It has also been found that, the students’ level of functional literacy and metacognitive awareness differentiate if they take preschool education and if their mother is employed. However, there seems to be no differentiation according to their gender.