| This study was an explanatory correlational research design to examine the relationship between science epistemic metacognition and science achievement. The sample population was 81 students in Grades 3 through 7. The students attended a suburban, private K-8 school outside of Washington, DC. It was hypothesized that there is a statistically significant relationship between science epistemic metacognition and science achievement. Students completed a science epistemic beliefs survey and a science metacognition instrument. Science achievement was measured by student grade point average over six academic quarters. Data was collected from the students and analyzed using a multiple linear regression correlation analysis. The discussion summarized the findings, presented conclusions, discussed implications, and offered recommendations for future study in the area of science epistemic metacognition and science achievement. |
