Cognitive psychology and the classroom: what teachers need to know

Abstract

This paper examines the dynamics of learning and how they relate to the optimal teaching strategies for learners. The authors aim to enhance learners' information processing abilities by highlighting the importance of considering different learning theories in the classroom. These considerations are based on the qualitative behaviour of learners' conscious awareness, cognitive and metacognitive engagement. A multi-stage cluster sampling procedure was employed to select a sample of 840 Grade 11 learners from 20 schools in the education district. A questionnaire was used to collect data, and statistical tests were conducted to validate and analyse the data. The study's results suggest that it is crucial for teachers to use a variety of learning theories and to consider variables that facilitate effective information processing by learners. Understanding diverse learning theories and their interplay positively influence the cognitive development of learners. The study's findings, which include SEM and HLM analyses and implications from teachers' application of juxtaposed theories, suggest that inefficiencies may exist in certain teaching approaches and in individual learners' information processing. Teachers who understand and apply the simultaneous impact of juxtaposed theories of learning can enable learners to assimilate or accommodate incoming information into their cognitive schema, leading to deeper and more meaningful understanding.