The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity

Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan

doi:10.25115/ejrep.v10i28.1532

Cited by 17 publications

(13 citation statements)

References 69 publications

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“…FI more expert problem solver than FD [12]. Besides that, these results are consistent with the results of research [13] which showed that mathematical performances are predicted by cognitive style FI and FD.…”

Section: Discussionsupporting

confidence: 81%

Strategic competence of senior secondary school students in solving mathematics problem based on cognitive style

Syukriani¹,

Juniati²,

Siswono³

2017

AIP Conference Proceedings

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The analysis of probability task completion; Taxonomy of probabilistic thinking-based across gender in elementary school students AIP Conference Proceedings 1868, 050004 (2017); 10.1063/1.4995131 Strategic Competence of Senior Secondary School Students in Solving Mathematics Problem Based on Cognitive StyleAndi Syukriani 1,2,a) Dwi Juniati 3, b) and Tatag Yuli Eko Siswono 3, c) Abstract. The purpose of this study was to explore the strategic competence of senior secondary school students in solving mathematics problems. Terdapat dua subjek, satu bergaya kognitif field-independent dan satu bergaya kognitif fielddependent tetapi keduanya memiliki tingkat prestasi belajar matematika yang setara. There were two subjects, one fieldindependent cognitive style and one field-dependent cognitive style. They had an equivalent high level of mathematics achievement. Keduanya dipilih berdasarkan hasil tes kompetensi matematika dan GEFT ( Group Embedded Figures Test ). Subjects were selected based on the test results of mathematics competence and GEFT (Group Embedded Figures Test).Kompetensi strategis dapat merangsang perkembangan otonomi dan fleksibilitas dalam diri siswa karena merupakan keterampilan yang sangat dibutuhkan di sepanjang abad 21. Gaya kognitif merupakan kecenderungan siswa dalam mengolah informasi sangat mempengaruhi performance dalam menyelesaikan masalah matematika. Strategic competence can stimulate the development of autonomy and flexibility of students and they are skills which are needed in the 21st century. Cognitive style is the tendency of students in processing informations and it greatly affects the performance in solving mathematics problems. Hasil penelitian menunjukkan bahwa subjek FI cenderung analitis baik pada pembentukan bayangannya maupun pada gambar yang dibuatnya untuk memproses informasi berdasarkan dengan struktur pengetahuannya sendiri ( Internally directed ). The research result showed that subject FI tended to be analytical both in forming the mental imagination and the picture to process information in accordance with his own knowledge structure (internally directed). Subjek FD kurang analitis dan tidak dapat mengenal bentuk sederhana (konsep matematika) dari bentuk yang kompleks ( Exeternally directed ) sehingga menerima ide sebagaimana yang disajikan. Subject FD was less analytical and unable to recognize simple form (mathematical concept) of a complex form (Externally directed), so he received the idea as presented. Hasil penelitian ini penting sebagai bahan masukan untuk guru dan pengembang ilmu pendidikan matematika untuk meningkatkan fleksibilitas ( Flexibility ) siswa dalam keberagaman karakteristiknya melalui penelitian terkait dengan pengembangan bahan instruksi, perangkat dan model pembelajaran matematika. The results of this research are important as input for teachers and mathematics education developers to increase the flexibility of students in the characteristics diversity through the research related to the development of instruction materials and mathematics learni...

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Section: Discussionsupporting

confidence: 81%

Strategic competence of senior secondary school students in solving mathematics problem based on cognitive style

Syukriani¹,

Juniati²,

Siswono³

2017

AIP Conference Proceedings

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“…The majority of students (78.6%) agreed that periodic assignment in EAP class was fun because it had a various form of assignments such as a written assignment, video assignment, and project assignment. Paulu (1998, as cited in Mousavi et al, 2012) suggested that to vary the assignment in order to make the assignment is pleasant and enjoyable to do.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, a lecturer is a planner, facilitator, and evaluator. In order to optimize the assignment as the assessment tool, the lecturer must consider Paulu's (1998, as cited in Mousavi et al, 2012) suggestion about varying the assignment types to make it pleasant and enjoyable for the students. Besides, after providing the assignment, the lecturer shall not leave his/her students to accomplish the assignment given on their own without further guidance.…”

Section: Introductionmentioning

confidence: 99%

Periodic assignment: Exploring students’ perception and their academic achievement

Adnan

Jannah

Razali

2020

ELTF

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Determining the perception of English Department students toward the periodic assignment and how it develops students’ academic achievement was the aim of this study. The correspondents were 42 students who experienced periodic assignments in English for Academic Purposes subject at English Department of UIN Ar-Raniry, Banda Aceh. This study used a quatitative descriptive research design. The data were collected through questionnaires as the researcher used a four-point Likert scale questionnaire adapted from Turanli (2009) as the instrument. The scale was taken for exploring respondent’s personality. Frequency distribution was used to analyze the obtained data and it would be presented in percentage. From 16 questions, the findings revealed that many students expressed positive perception towards periodic assignments in learning English for Academic Purposes. The students also expressed that the periodic assignments had developed their academic achievement. This study was not only useful for teachers’ practical teaching, but it provided the base for future research about periodic assignment.

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“…Nicolaou and Xistouri (2011) stated that "In order to avoid the different criteria found in the literature for discriminating between field-dependent and field-independent participants, the Alamolhodaei's study uses a statistical technique for the discrimination"(p.5). And so, this method is often preferred because it produces more valid and reliable results in cognitive style researches (Aydin, 2015;Cataloglu & Ates, 2014;Mousavi, Radmehr & Alamolhodaei, 2012). In this method, the students who find more correct shapes than the number obtained as a result of adding one-quarter of the standard deviation of the scores obtained, are classified as fielddependent, and the students who find less correct shape than the number obtained by subtracting one-quarter of the standard deviation from the average are classified as field-dependent.…”

Section: Data Collection Toolsmentioning

confidence: 99%

Conceptual Understanding Levels of Students with Different Cognitive Styles: An Evaluation in Terms of Different Measurement Techniques

AYDIN-CERAN¹,

Ateş²

2020

EJER

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This study aimed to determine the conceptual understanding (The Unit of Force) levels of seventh-grade students with different cognitive styles with different measurement techniques and to observe how the conceptual understanding levels measured by different measurement techniques are affected by their cognitive styles. Research Method: The sample of the study, which wasa causal-comparative study, consisted of 80 seventh-grade students in a public school in Ankara. To determine the field-dependent/field-independent cognitive style differences of the students, the Group Embedded Figures Test was used. To determine students' conceptual understanding levels two different measurement

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The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity

Abstract: Introduction. The main objective of this study is (a) to investigate whether cognitive styles

Cited by 17 publications

References 69 publications

Strategic competence of senior secondary school students in solving mathematics problem based on cognitive style

Strategic competence of senior secondary school students in solving mathematics problem based on cognitive style

Periodic assignment: Exploring students’ perception and their academic achievement

Conceptual Understanding Levels of Students with Different Cognitive Styles: An Evaluation in Terms of Different Measurement Techniques

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