Field Test of a Revised Form of the Cognitive Learning Strategies Training Program with Army Enlisted Personnel

1980 ◽  
Author(s):  
Claire E. Weinstein ◽  
Magdalena M. Rood ◽  
Chuck Roper ◽  
Vicki L. Underwood ◽  
Frank W. Wicker
Keyword(s):  
Training Program ◽  
Learning Strategies ◽  
Field Test ◽  
Cognitive Learning ◽  
Enlisted Personnel

The Effects of Material and Task Variations on a Brief Cognitive Learning Strategies Training Program

1980 ◽  
Author(s):  
Claire E. Weinstein ◽  
Thomas P. Washington ◽  
Frank W. Wicker ◽  
David C. Duty ◽  
Vicki L. Underwood
Keyword(s):  
Training Program ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
And Task

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

scholarly journals The effectiveness of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia: فاعلية برنامج تدريبي مقترح قائم على التعلّم النشط في تنمية المهارات التدريسية لدى معلمي العلوم الشرعية واتجاهاتهم نحوه في المملكة العربية السعودية

2019 ◽  
Vol 3 (27) ◽  
Author(s):  
Fahad Ayed Al Radaddi , Amal Mahmoud Ali ,   Iman Mohamed Ma
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Secondary School ◽  
Training Program ◽  
Learning Strategies ◽  
Positive Impact ◽  
Teaching Skills ◽  
Kingdom Of Saudi Arabia ◽  
Before And After ◽  
Planning Implementation

Research Goal: To measure the effectiveness of the use of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia. The Research depended on the descriptive approach during building the program that based on active learning strategies, as assign experimental method when applying the program to identify its effectiveness in developing teaching of Shari'a Sciences’ teachers for the secondary school in the city of Medina and their attitudes toward it in teaching. Research instruments: The Card Note of teaching skills consisted of (45) sub-skill divided into three main areas which are (planning, implementation and evaluation). The measure of the attitude towards active learning in teaching included (26) phrases, therefore, the program is based on active learning in developing the teaching skills. After the researcher has checked the sincerity of research instruments, he began to be apply it to a stratified random sample, which consisted of (34) teachers of Shari'a Sciences’ teachers for the secondary school. The research contain a number of appropriate statistical methods, which are arithmetic averages, standard deviations, (T) test for the associated groups, the coefficient of Peerson, ETA square, the equation of the Blak, the coefficient of alpha Cronbach and the equation of Cooper. After conducting statistical analyzes, the research found the existence of Statistical differences among the average performance of the research sample in the Card Note of teaching skills in (planning, implementation and evaluation) Separated and combined in the light of active learning before and after the proposed training program for the benefit of the telemetric. In the light of the findings, the research recommended: Taking advantage of the current research program in training Shari'a Sciences’ teachers in different stages of education, especially Secondary School Teachers, because of its positive impact on the development of their teaching skills, and benefit from the list of teaching skills of the current research when assessing teachers' performance during service.   ، ، ، 

Results of a field test and follow-up study of a restorative care training program

2013 ◽  
Vol 33 (9) ◽  
pp. 1034-1039 ◽  
Author(s):  
Bonnie L. Walker ◽  
Susan S. Harrington
Keyword(s):  
Training Program ◽  
Field Test ◽  
Follow Up Study ◽  
Care Training

Cognitive Learning Strategies among Teacher Education Students: Their Implications for Improving Classroom Practices

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Percyveranda A. Lubrica ◽  
Janetlynn S. Montemayor ◽  
Desiree F. Botengan ◽  
Manolita N. Alvaro ◽  
Arnulfo C. Capili ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Strategies ◽  
Classroom Practices ◽  
Verbal Learning ◽  
Cognitive Learning ◽  
Classroom Teaching ◽  
Education Students ◽  
Perceptual Modality ◽  
Modality Preference ◽  
Teacher Education Students

The study was conducted with the goal of determining the cognitive learning strategies among teacher education students and their implications to classroom teaching. A descriptive method of research was used to find the students’ perceptual modality preference for learning among students, cognitive learning strategies and factors which are significant predictors for determining their cognitive learning strategies. Results showed that diversity in the classroom exists; the students are visual and group learners. The preference of working in group and verbal learning makes the students learn better than learning independently. Students’ characteristics have influence in various aspects in the classroom practices. The study concluded that students’ characteristics such as gender, language spoken and ethnic origin are significant predictors in determining the level of preference of students in terms of cognitive learning strategies. A model was formulated for improving classroom practices in which the College of Teacher Education should operate in a multicultural perspective with regard to teacher education programs. The model includes a development framework for curriculum restructuring, teacher development and student development.   Keywords - Cognitive Learning Strategies, Perceptual Modality Preference for Learning, Classroom teaching practices

scholarly journals Strategi Belajar Kognitif sebagai Mediator atas Peran Motivasi Belajar Intrinsik terhadap Prestasi Belajar Statistika

2019 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Adi Putra Hidayatullah ◽  
Asmadi Alsa
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Test Results ◽  
Mediation Model ◽  
Final Exam ◽  
Learning Achievement ◽  
Strategic Impact ◽  
Cognitive Learning Strategy

This research aimed to empirically examine the strategic impact of cognitive learning as a mediator for intrinsic learning motivational role on statistics learning achievement. The data were collected through the motivation scale of intrinsic learning and cognitive learning strategy. Statistics learning achievement in the research was measured through the grades of mid semester exam and final exam. The subjects in this research were 208 university students who took statistics class. The test results of multiple regression analysis through mediation model indicated that cognitive learning strategy was a partial mediator for motivational role of intrinsic learning on statistics learning achievement (p<0.05). However, among four forms of cognitive learning strategy, only rehearsal and organizational learning strategies which proven to be capable of predicting statistics learning (p<0.05).

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