Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods

System ◽  
2021 ◽  
Vol 97 ◽  
pp. 102435
Author(s):  
Michael Yeldham ◽  
Yu-Jing Gao
Keyword(s):  
Learning Outcomes ◽  
Cognitive Styles ◽  
L2 Learners ◽  
Listening Instruction

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

INDIVIDUAL DIFFERENCES IN HOW LANGUAGE LEARNERS PURSUE GOALS

2021 ◽  
pp. 1-26
Author(s):  
Yasser Teimouri ◽  
Mostafa Papi ◽  
Somayeh Tahmouresi
Keyword(s):  
Learning Outcomes ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Reliability And Validity ◽  
Regression Analyses ◽  
Regulatory Mode ◽  
L2 Learners ◽  
Relative Quality

Abstract In two studies, we examined two functional dimensions of L2 learners’ self-regulation toward their motivational goals: assessment and locomotion. The assessment constitutes the aspect of self-regulation concerned with critically evaluating the relative quality of L2 states and goals and the means to achieve them. The locomotion mode constitutes the aspect of self-regulation concerned with uninterrupted movement from state to state toward L2 goals. We developed two scales to measure L2 self-regulatory modes. We also examined how L2 learners’ regulatory modes were associated with their emotional experiences, motivation, and language proficiency. Psychometric work attested to the reliability and validity of the two scales. Moreover, regression analyses revealed that each L2 self-regulatory mode has distinct emotional, motivational, and linguistic emphases. Finally, cluster analyses suggested that both L2 self-regulatory modes should work together for optimal L2 learning outcomes.

scholarly journals PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

Akademika ◽  
2018 ◽  
Vol 7 (01) ◽  
pp. 43-71
Author(s):  
Nurhayati Na ◽  
Khasanah Na
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Field Dependence ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Cognitive Styles ◽  
Field Independence ◽  
Learning Problem ◽  
Expository Teaching

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00< α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung >Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )

scholarly journals Incorporating Individual Differences Into the Science of Learning: Commentary on Sternberg et al. (2008)

2008 ◽  
Vol 3 (6) ◽  
pp. 507-508 ◽  
Author(s):  
Richard E. Mayer
Keyword(s):  
Individual Differences ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Cognitive Styles ◽  
Instructional Method ◽  
Learning Potential ◽  
Single Measure ◽  
Multiple Measures

Sternberg, Grigorenko, and Zhang (2008, this issue) make a valiant effort to reinvigorate the somewhat dormant field of cognitive style by showing the implications of cognitive style for instruction and assessment. In support of their call to differentiate instruction for different kinds of learners, they summarize evidence showing that people learn better from a broad instructional method that is sensitive to multiple cognitive styles than they do from a narrow instructional method that is mainly addressed to one cognitive style. In support of their call for using multiple measures of learning potential, they summarize evidence showing that learning outcomes are better predicted by multiple measures of learning potential than by a single measure. In this commentary, I briefly examine Sternberg et al.'s claim that cognitive styles matter for instruction and assessment.

scholarly journals Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

2019 ◽  
pp. 1-19
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Cognitive Styles ◽  
Public University ◽  
Learning Achievement ◽  
E Learning ◽  
Academic Self Efficacy ◽  
Metacognitive Scaffolding ◽  
Metacognitive Ability

The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.

The Effectiveness of Blended Learning Teaching Materials Based on Cognitive Styles to Improve Students’ Learning Outcomes in Solid State Physics Subjects

2020 ◽  
Vol 7 (11) ◽  
pp. 452-466
Author(s):  
Prayekti Prayekti
Keyword(s):  
State Physics ◽  
Solid State ◽  
Online Education ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Cognitive Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Solid State Physics ◽  
Teaching Materials

The industrial revolution 4.0 forces various sectors, including the education sector, to face rapid technological innovation changes. Universitas Terbuka, as a distance learning activity management system, has made information and communication technology a fundamental requirement for implementing learning activities at UT or PTJJ. Blended learning emerges as an effective strategy that can combine the advantages of online education or technology-based learning and face-to-face learning. This study aimed to analyze the effectiveness of blended learning teaching materials based on cognitive styles to improve students’ learning outcomes in solid-state physics subjects. This research is quasi-experimental research conducted in 3 Universitas Terbuka; those are Universitas Terbuka of Surabaya, Malang, and Jember. In this study, Respondents were 11 students who were treated with blended learning teaching materials in solids state physics subjects. The data obtained are in the form of students’ learning outcomes, which are then analyzed using the N-gain test. Based on the N-gain test, the test result was accepted that the average N-gain of students was categorized as medium and high. In addition to learning outcomes, data on student responses, and learning activities were also obtained using blended learning teaching materials in solids state physics subjects. The majority of students respond to learning activities with a positive response, and students actively participate in all the learning activities provided. This study implies that blended learning materials based on cognitive styles effectively improve students’ learning outcomes in solid-state physics subjects.

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