Cognitive and Metacognitive Strategies of 6th-Grade Students to Answer Multiple-Choice Questions on 'Human Body Systems'

This study aims to scrutinise the cognitive and metacognitive strategies of the 6th-grade students while answering multiple-choice questions on "Human Body Systems" within the domain of their Biology course. In determining these strategies, the characteristics of multiple-choice questions (figures, graphs, explanations, etc.) were also considered. Participants of the study included three 6th-grade students, who were studying in a private school located in the province of Kars. The study was designed as a qualitative "case study". In the selection of the participants, purposive sampling method was adopted in that; the Science teachers' opinion was considered and the students whose overall grade point averages were "Very Good" became eligible. The data were collected during the implementation phase via multiple choice quizzes, video recordings, and semi-structured interviews. For the data analysis, the computer programs for qualitative data analysis were used. The results showed that, the participant students used a diverse range of cognitive strategies such as visualizing, expressing in their own words, analyzing figures, and comparing the given alternative options to answer the multiple-choice questions. Additionally, they also made use of such metacognitive strategies as re-examining the answer, underlining or circling the clues, marking the explanations in the text of the question, and eliminating the incorrect options. The features of the items (figures, graphics, explanations, etc.) were other factors affecting the use of cognitive and metacognitive strategies.