Effect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Level

Çalişkan, Muhittin

doi:10.12738/estp.2014.5.1834

Cited by 3 publications

(3 citation statements)

References 34 publications

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“…These findings are in conformity with a study by Caliskan (2014) which investigated the effects of entry behavior on learning at higher level in Meram, Turkey. The study found out that good entry behavior raises the learning level at primary and secondary education, while poor entry behavior lowers it.…”

Section: Analysis Of Responses By Chairpersons Of Parents Association...supporting

confidence: 92%

“…Caliskan (2014) defines students' entry behavior as a form of prelearning required to study a specific unit or course. A study by Caliskan (2014) investigated the effects of entry behavior on learning at higher level in Meram, Turkey. The study found out that pre-learning is a key variable regarding level of learning at higher level and that good entry behavior raised the learning level at primary and secondary education, while poor entry behavior lowered it.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

2022

IJSSHR

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Although the Government of Kenya has been boosting effort in implementing free and compulsory education policy, transition from primary schools to secondary schools, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. Hence the study purposed to determine the relationship between learners’ entry behavior and implementation of free and compulsory education in public day secondary schools in Kitui County, Kenya. The study was underpinned on Liberal Educational Theory (LET) and used a descriptive study research design. The target population for the study was 655; 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). Data were collected from a sample of 182 respondents; 164 principals, 17 (PA) chairpersons and the Kitui CDE. Data were collected by use of questionnaire for principals, interview schedules for CDE and PA chairpersons and document review analysis. Qualitative data were analyzed based on emerging themes, while quantitative data were analyzed using descriptive statistics. Hypothesis testing was done using the Pearson Product Moment Correlation Coefficient (Pr) method at a significance level of 0.05. The study findings showed that there was a negative and significant relationship between learners’ entry behavior and the implementation (transition, retention and completion) rates (r = -.678; p≤ .01). In view of the forestated results, the study made conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education. On this basis, the study recommended, among others that secondary school principals should adhere to the policy of admitting candidates regardless of marks obtained at KCPE and promote learners to the next class regardless of performance in previous formative examinations. This, would enhance prospects of 100 % transition, retention and completion in public day secondary schools in Kitui County and Kenya in general.

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Section: Analysis Of Responses By Chairpersons Of Parents Association...supporting

confidence: 92%

Section: Review Of Related Literaturementioning

confidence: 99%

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

2022

IJSSHR

View full text Add to dashboard Cite

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“…They serve as standards for evaluating an applicant's potential for learning at a certain level of education or training (NACTE, 2019;European Parliament, 2014). According to studies, this prerequisite may include both cognitive and non-cognitive qualities, such as the learner's prior knowledge and personality traits; however, cognitive qualities were found to be crucial for student achievement, which is determined through academic grades (Brunello & Schlotter, 2011;Çalişkan, 2014;Kaya & Akdemir, 2016;Nakayama et al, 2021;Ndege, et al, 2018). However, this recognition does not downplay the significance of the learning process itself in transferring desired knowledge, abilities, and attitudes (World Bank, 2014).…”

mentioning

confidence: 99%

The Influence of Entry Qualifications on the Learning Process and Academic Achievement: Insights From Selected Vocational Education and Training Institutions-Tanzania

Mgaya¹,

Itika²,

Ndikumana³

2023

IJTL

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Academics have long debated the link between academic entry requirements for specific educational levels and academic accomplishment in the classroom. The arguments have been more critical in vocational education where students' prior learning influences their ability to master and apply specific hands-on skills provided in colleges. Based on this academic stance, this study investigates the relationship between academic entry requirements, the learning process, and academic achievement of students enrolled in civil engineering courses (masonry and carpentry CBET level 2) at Vocational Education Training Institutions (VETs) in Morogoro Region, Tanzania. The study applied a qualitative exploratory approach to collect data from 20 trainers. Data were gathered by conducting semi-structured interviews with trainers and applying documentary reviews to determine the admission requirements and outcomes of 92 learners. The qualitative data that informed this study were analyzed through content analysis using the MAXQDA2020 program, and the findings were presented in the form of quotations, summaries, and figures. The results suggest that students' entry qualification during college enrollment, their capacity for learning and ultimate academic accomplishment is likely to be directly related. However, learners' prior admission requirements for accessing vocational education have a favorable impact not only on academic accomplishment at VET but also on the decision to continue learning at further education levels. To moderate continuous academic credit, the admission requirements for the selection of students to enroll in vocationally based courses should also take into account their unique cognitive abilities.

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Proposition for the Introduction of the Concept Telemathesis in Videoconferencing in Distance Education

Kanellopoulos

Koutsouba

Giossos

2020

European Journal of Open, Distance and E-Learning

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The development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an “embodied” and “integrated” way of learning. This is a theoretical study based on Illeris’ Theory of “Integrated” Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and “techniques of the body” is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in “tele-mathesis”, turn videoconferencing into an “embodied” and “integrated” way of learning. At the same time, it is showed that the empowerment of “tele-mathesis” requires appropriate planning and specific management methods. It is therefore proposed to introduce the term telemathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.

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Effect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Level

Cited by 3 publications

References 34 publications

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

The Influence of Entry Qualifications on the Learning Process and Academic Achievement: Insights From Selected Vocational Education and Training Institutions-Tanzania

Proposition for the Introduction of the Concept Telemathesis in Videoconferencing in Distance Education

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