A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome

Lu, Hsin-Ke; Lin, Peng-Chun

doi:10.18178/ijiet.2018.8.3.1032

Cited by 11 publications

(11 citation statements)

References 17 publications

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“…They often ask friends more than asking the teacher. This result is consistent with previous studies by Lu & Lin (2018). Their research about effect collaborative learning and cognitive style showed that in collaborative learning, FD cognitive style not only had more discussion messages, but they were also more active to discuss with one another in the group.…”

Section: International Journal Ofsupporting

confidence: 93%

“…This result corresponds with the theory proposed by Witkin (1977), students with a field-independent cognitive style tend to deal with things in work independently. The behaviors of students with fieldindependent cognitive style rational or indifferent (Lu & Lin, 2018). These students respond to a task tend to lean or rely on the conditions of the self.…”

Section: Discussionmentioning

confidence: 99%

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Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

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This research aimed to examine the effect of collaboration Think Pair Share (TPS) Leaning Model and m-Learning based on Android on the understanding of trigonometry concepts and to investigate the interaction between collaborative learning and cognitive style on the understanding of trigonometry concepts. This research involved 80 pre-service teachers of Mathematics Department at STKIP Santu Paulus Ruteng, Province of East Nusa Tenggara, Indonesia. The quasiexperimental research with control class without pre-test was done. Before the experiment, the Group Embedded Figures Test (GEFT) was used to identify students cognitive styles either Field-Dependent (FD) or Field-Independent (FI). The research data were obtained from a test consisting of five questions to measure students' understanding of trigonometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the collaboration of TPS Leaning Model and m-Learning based on Android leads to the higher achievement of the students on the understanding of trigonometry concepts if compared to students in conventional groups (expository). 2) there was no interaction effect between the collaborative learning and cognitive style of students' understanding of trigonometry concepts.

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Section: International Journal Ofsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…In general studies, personal characteristics such as gender, age and education level were mostly used as individual difference; in educational studies, personal cognitive differences such as learning style, teaching style or perceived teaching style were focused (Lu & Lin, 2012;Lin, Lu & Fan, 2014). Several scholars also discovered that different cognitive styles would affect their learning behaviors in their studies [5]- [8].…”

Section: Introductionmentioning

confidence: 99%

“…3) Are cognitive process patterns of learners of "FI Group" Riessman (1964) categorized cognitive styles into visual, auditory and kinesthetic according to sensory modalities [10]; Gregorc (1977) categorized them into concrete sequential, abstract random, abstract sequential and concrete random based on thinking patterns [11]. Witkin (1964) brought up field-independent (FI) and field-dependent (FD) based on the theory of psychological differentiation; it was widely applied in academic studies [5], [8], [9].…”

Section: Introductionmentioning

confidence: 99%

A Study of Knowledge Dimension and Cognitive Process Pattern of Cognitive Style Differences in STEM Cooperative Learning Environment

Lin¹,

Lu²,

Lin³

2018

IJIET

Self Cite

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The purpose of this study was to investigate the differences of knowledge dimensions and cognitive process patterns of students with different cognitive styles in STEM collaborative learning activities. These students used Packet Tracer and Facebook to conduct collaborative problem-solving activities on network troubleshooting in order to learn related knowledge and skills; the researcher then utilized a hidden figure test to divide them into "Field-Independent Group (FI Group)" and "Field-Dependent Group (FD Group)" to investigate their learning outcomes. The results showed that their learning outcomes had improved. The researcher further used "Revised Bloom's Taxonomy (RBT)" to code their group discussion contents and also content analysis and sequential analysis to investigate their knowledge dimensions and cognitive process patterns. The results indicated that knowledge dimensions of "FI Group" and "FD Group" were diverse; moreover, "FD Group" had an additional high-level knowledge dimension-C5 (Evaluate). For cognitive process patterns, students of "FD Group" had diverse transfers of knowledge deepening and cognitive process patterns; this meant that they could apply, analyze and even reflect known knowledge through the learning process. The participants of this study were the students studying introduction to IT at a university in Taiwan. In the future, it was expected that participant range could be enlarged so that more holistic references could be provided for teachers and researchers.

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“…Salah satu dimensi gaya kognitif yang luas dieksplorasi dan telah memiliki aplikasi luas untuk masalah pendidikan adalah dimensi field dependent (FD) dan field independent (FI) (Lu & Lin, 2018). Individu dengan gaya kognitif FD dan FI memiliki perbedaan dalam metode memproses informasi.…”

Section: Pendahuluanunclassified

Pengaruh Gaya Kognitif Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

Nurmutia

2019

EJRPM

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The objective of this study is to determine the effect of cognitive style on students’ mathematical problem-solving ability. This study used the survey method with a quantitative approach. One class consisting of 32 students was selected by purposive sampling for the study sample. A total of 17 students have a field-dependent (FD) cognitive style, while 15 other students have a field independent (FI) cognitive style. GEFT and mathematical problem-solving ability test instruments were used to collect research data. Data were analyzed using Pearson Product Moment correlation test and a simple regression test. The research results found that there is a strong positive relationship between cognitive style and students’ mathematical problem-solving ability, indicated by correlation coefficient r = 0,636. In addition, cognitive style has an effect on students’ mathematical problem solving ability of 40,5% through a linear relationship Ŷ = 3,703 + 0,512X.

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A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome

Cited by 11 publications

References 17 publications

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

A Study of Knowledge Dimension and Cognitive Process Pattern of Cognitive Style Differences in STEM Cooperative Learning Environment

Pengaruh Gaya Kognitif Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

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