Abstract:

The main purpose of this study is to compare the level of using metacognitive strategies during study between high achieving and low achieving prospective classroom teachers. This study was designed as a mixed method study. Metacognitive Learning Strategies Scale developed by Namlu (2004) was used to measure the use of metacognitive strategies during study. In addition, a semi-structured interview was conducted with selected prospective classroom teachers to find out how they used metacognitive strategies in their learning. All the prospective classroom teachers studying at Caucasus University and Çukurova University, Faculty of Education were the target population of the study. The sample consisted of 690 prospective classroom teachers randomly selected from the population. A sample consisting of 30 prospective teachers was selected from the sample to interview. In analyzing quantitative data, MANOVA and two-factor ANOVA statistical techniques were used. Content analysis technique was conducted in analyzing the qualitative data. Findings of the study indicated that there was a significant difference between high achieving and low achieving prospective classroom teachers in using metacognitive strategies in their learning favoring high achieving prospective classroom teach

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