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4.3 Data collection
Serdar Çiftci and Mehmet Akif Ocak
In this study, in order to provide students a metacognitive support in a web based learning
environment, a MMT has been developed. The intent of developing a separate tool was to offer
support to students while studying in the web based environment. In the data collection process, the
students were asked open-ended questions by using the interview form. All students participating in
the application answered every question. A total of 8 questions administered to students were asked
online.
Interview questions presented to students as follows:
1. In the planning stage, please explain how MMT helped you?
2. In the monitoring stage, to what extent MMT helped you?
3. In the self-evaluation stage, to what extent MMT helped you?
4. In the revision stage, to what extent MMT helped you?
5. With the MMT, did your awareness towards planning, monitoring, self- evaluation and revision
activities increase in your mind?
6. With the MMT, did you arrange your own work activities more efficiently?
7. Briefly describe the points that you find useful when using MMT.
8. Briefly explain the missing points that you see in MMT.
9. While studying in web based environment, do you need this kind of tool/ support / guidance?
4.4 Data analysis
The data obtained from the study were examined by content analysis. Common patterns were
identified in content analysis. As a result, the frequency and percentage of given responses were
obtained. Based on the frequency of students' usage of metacognitive mapping tool, common
keywords were identified and patterns were classified.
5. Results
As a result of the interview responses of students on open-ended questions, frequency and
percentage of responses were calculated and used. Results are presented separately for each
question below:
1. In the planning stage, please explain how MMT helped you?
Most of the students indicated, with the help of planning phase of the tool, it was helpful to plan their
learning. Students reported that, by using planning section of the tool, they prepared a plan in the web
based environment according to their own learning styles. It shows that metacognition is not a linear
process that moves from preparing and planning to evaluating (Anderson, 2002). When analyzing the
answers given by the students, frequency and percentage of the prominent answers are shown in
Table 1.
Table 1: Students’ responses to question 1
Keywords f %
Planning 23 44,23
For assistant 16 30,77
For efficient study 6 11,54
Adaptation 3 5,77
I did not use the tool very much 3 5,77
It provided guidance 1 1,92
Total 52 100
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