A Comparative Study of the Effects of the Neurocognitive-Based Model and the Conventional Model on Learner Attention, Working Memory and Mood

Abstract

Purpose-The attention, working memory, and mood of learners are the most important abilities in the learning process. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology-A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood. memory, and mood conditioning mean score of the neurocognitivebased model (5P) interventions were better than in the conventional model. In conclusion, neurocognitive-based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance-The findings contribute significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood.

The design and development of a dyscalculia checklist based on a focus group interview

“…Students with dyscalculia have limitations in their working memory, resulting in poor arithmetic skills. This is supported by Srikoon et al (2017), who argue that working memory is one of the most significant abilities in the learning process. In addition to difficulty in counting and mathematical computation, students with dyscalculia also experience difficulties in time management (Aquil & Ariffin, 2020a).…”

A Student’s Scientific Mind: A Confirmatory Factor Analysis

“…This allows students to gain a better knowledge of scientists and improve their perceptions and attitudes of scientists. Further research from Malaysia by Srikoon, Bunterm, Nethanomsak, and Ngang (2017), indicated that a neurocognitivebased model (5P) of learning management affected students' interests more than the conventional contextualized model (5E) of learning management. Anderson (2009) also suggested that there be a synthesis of neurocognitive learning theory and the constructivist philosophy of science teaching and learning to improve the attention of learners.…”

“…Anderson (2009) also suggested that there be a synthesis of neurocognitive learning theory and the constructivist philosophy of science teaching and learning to improve the attention of learners. The latter has already become a major guiding model for instructional design in many disciplines (Srikoon et al, 2017). Also, socio-scientific issues (SSIs) are used to improve scientific literacy related to students' rationality, analytical decisions, and synthesis and evaluation of data (Çalik et al, 2014).…”

Efektivitas Model IDEAL Problem Solving Berbasis Soal Open-Ended Terhadap Kemampuan Berpikir Kreatif Siswa Kelas VII

“…Pendapat lain mengatakan bahwa kemampuan berpikir kreatif timbul dari potensi hingga memunculkan aksi kreatif untuk memproduksi hal baru dan unik dengan memanfaatkan hal yang tersedia (Arini, 2017). Berpikir kreatif secara umum dilihat sebagai proses pendataan untuk menghasilkan wawasan, ide atau konsep baru (Srikoon et al, 2017). Kemampuan berpikir kreatif adalah serangkaian aktivitas kognitif individu yang digunakan sebagai respons terhadap objek, masalah, atau keadaan tertentu, atau suatu bentuk upaya terhadap peristiwa dan masalah tertentu yang bergantung pada kapasitas individu (Birgili, 2015).…”