The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

Lawson, Michael J.; Deur, Penny Van; Scott, W. A.; Stephenson, Helen; Kang, Sean H. K.; Wyra, Mirella; Darmawan, I Gusti Ngurah; Vosniadou, Stella; Murdoch, Carolyn; White, Emily; Graham, Lorraine

doi:10.1016/j.tate.2023.104043

Cited by 5 publications

(3 citation statements)

References 47 publications

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“…It stimulates the activities and constructive engagement of students. The task is designed based on the learning needs of students (Lawson, et al, 2023). On the other hand, it shows that cognitive learning provides the ability to judge the lesson based on the criteria and standards set for the performance of students.…”

Section: Discussionmentioning

confidence: 99%

Integrating Literacy Strategy in Uplifting Competency of Students: A Guide for Comprehensive Learning

Mallillin

2023

Int. j. soc. sci. humanit. invent.

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The paper investigates the practice of integration literacy strategies in uplifting competency of students as a guide for comprehensive learning set-up based on the different domains of learning in the area of cognitive learning, affective learning, and psychomotor learning. It also analyzes the extent of the integration of literacy strategies in uplifting competency of students as a guide for comprehensive learning in terms of comprehension level, attitude towards learning, and academic performance. Quantitative Research Design is employed in the study because it aims at discovering how many people think, act, or feel in a specific way. Likewise, purposive sampling is utilized in the study. The study comprised Eighty (80) respondents only. Results show that there is an ability to construct meaning from the lesson as to function and activities provided by the lecturer, show that students have the active attention and proper motivation to learn, willing to respond, and feeling of satisfaction, show that students can relate to endurance, flexibility, agility, strength, reaction-response time, show that skills and needs is based on the level of knowledge of students to inspire, motivate and empower to learn and expand critical thinking, show that students express freely their opinion based on the lessons and activities, and show that students pay close attention to the directions and instructions in the lesson setup inside the classroom. Findings show that there is no significant correlation between the practice of the integration literacy strategies in uplifting competency of students as a guide for comprehensive learning set-up based on the different domains of learning and the extent integration of literacy strategies in uplifting competency of students as a guide for comprehensive learning as observed among the respondents.

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Section: Discussionmentioning

confidence: 99%

Integrating Literacy Strategy in Uplifting Competency of Students: A Guide for Comprehensive Learning

Mallillin

2023

Int. j. soc. sci. humanit. invent.

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“…The term cognitive engagement or cognitive dimension itself is concerned with self-regulation in learning that use sharper and cognitive strategies needed to understand complex ideas in terms of solving learning problems (Earl et al, 2023;Lawson et al, 2023). The dimensions of student engagement in cognitive strategies are measured using items about the use of appropriate and in-depth learning strategies aimed at students about how they should learn and understand the material content of the lessons given by the teacher then self-regulation strategies and perseverance in learning (Z.…”

Section: Introductionmentioning

confidence: 99%

“…For the measurement of emotional engagement in student engagement measured by items such as students' interest or interest in the subjects they take, they are happy with the subjects and they have seriousness in following the lessons they are taking (S. Liu et al, 2022;Yang et al, 2022). For the behavioral engagement dimension or the behavioral dimension in student engagement is defined as involvement in class-based academic activities, the presence of positive behavior and the absence of other disturbing behaviors (Fredricks et al, 2016;Lawson et al, 2023). Studies conducted by previous researchers for the behavioral engagement dimension were measured by several items such as attention to the lesson (attention), active participation in learning activities (active participation), concentration on subjects being given by the teacher in class (concentration), can completing homework completion (homework completion), and obedience to the rules when following learning in the classroom (Fredricks et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

Bagaskorowati

Tresnani

Alita

et al. 2023

International j.of Elementary Education

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The Merdeka Curriculum is a new paradigm curriculum launched in 2020 by the Minister of Education of the Republic of Indonesia. The study aimed to measure post-covid 19 high school students in mathematics in Jakarta Province, Indonesia. This study examined the four dimensions of the student engagement instrument (SEI) and was validated using confirmatory factor analysis/CFA through a structural equation model (SEM). This type of research is quantitative. The quantitative method used is proportional sampling, with 503 samples spread over 5 (five) regions. The data collection method uses a survey. The instrument used in collecting data is a questionnaire. Data analysis techniques using qualitative and quantitative descriptive analysis. The study's results, namely the predictive validity of the results on the four dimensions of student engagement, were assigned a score of 0.709 for CE (cognitive engagement). 0.837 for BE (behavioral engagement). 640 for EE (emotional involvement). 0.412 for SE (social engagement). We estimated Cronbach's alpha as the overall reliability of student engagement (SEI) on the four SE dimensions with moderate height at 0.74 for CE (cognitive engagement). 0.82 for BE (behavioral engagement). .89 for EE (emotional involvement). 0.73 for SE (social engagement). The benefits of student engagement are helpful for school teachers to measure the effectiveness of student learning activities, and the teacher-student relationship will be warmer and more profound.

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Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning

Latva-aho,

Näykki,

Pyykkönen

et al. 2024

Teaching and Teacher Education

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The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

Cited by 5 publications

References 47 publications

Integrating Literacy Strategy in Uplifting Competency of Students: A Guide for Comprehensive Learning

Integrating Literacy Strategy in Uplifting Competency of Students: A Guide for Comprehensive Learning

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning

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