An analysis of the structural relationships among undergraduate students’ learning motivations, cognitive strategies, and academic achievements

2014 ◽  
Vol 45 (2) ◽  
Author(s):  
Il-Hyun Jo
Keyword(s):  
Undergraduate Students ◽  
Cognitive Strategies ◽  
Academic Achievements ◽  
Structural Relationships

Mark-UP

2010 ◽  
pp. 278-294
Author(s):  
Mark McMahon
Keyword(s):  
Undergraduate Students ◽  
Reading Skills ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Academic Skills ◽  
Information Design ◽  
Student Experiences ◽  
Self Monitoring ◽  
Regulatory Strategies ◽  
High Level

While reading skills are an accepted key skill both for life and study, the capacity to read critically and apply reading concepts to solve problems and develop higher order conceptual understandings requires a high level of cognitive self-regulation that students do not always have. This chapter describes the development of and research into an environment, Mark-UP, designed to promote the self-monitoring inherent in regulating reading comprehension. The environment consists of a range of tools to assist learners in monitoring their comprehension through annotation, discussion, problem-solving and so on. The tool was applied to a class of undergraduate students in Interface and Information Design at an Australian university. The research involved questionnaires of the whole cohort as well as case studies of a number of student experiences with the environment, using interview and analysis of the students’ portfolios. The study found that, concerning students with weak academic skills, Mark-UP provided some support for their learning, but for stronger students it replicated cognitive strategies that they had already developed. The product was most effective for those students with moderate existing academic skills as it articulated and modeled strategies for reading that they could apply and go beyond to develop their own cognitive regulatory strategies for reading.

Strategy choice and the target language

1995 ◽  
Vol 12 ◽  
pp. 169-182 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Undergraduate Students ◽  
Native Speakers ◽  
Cognitive Strategies ◽  
Verbal Report ◽  
Strategy Use ◽  
Target Language ◽  
Teaching Methodology ◽  
Four Dimensions ◽  
Language Courses ◽  
The Impact

Abstract This paper compares the strategies used by a group of English native speakers to develop competence in Japanese, a non-cognate language, and in a more familiar language, French. The participants were undergraduate students enrolled in both French and Japanese language courses. A verbal report procedure, the yoked subject technique, was used to gather data on strategy use by learners as they worked with target language materials. The data was analysed according to four dimensions of strategy use: metacognitive, cognitive, social and affective. The results indicated that the cognitive strategies learners used when learning Japanese diverged from those they used for learning French. The learning of Japanese was characterised by the use of repetition, writing out, and translation, with limited use of resourcing and no elaboration or inferencing strategies. The discussion of the results addresses the issue of the impact of language teaching methodology on cognitive strategy use, the effects of which cannot be readily separated from those of the structure of the target language.

Geology of Central Park, Manhattan, New York City, USA: New geochemical insights

2021 ◽  
pp. 21-34
Author(s):  
Steven J. Jaret* ◽  
Nicholas D. Tailby ◽  
Keiji G. Hammond ◽  
E. Troy Rasbury ◽  
Kathleen Wooton ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Undergraduate Students ◽  
York City ◽  
Easy Access ◽  
Central Park ◽  
Field Mapping ◽  
Tectonic History ◽  
Structural Relationships ◽  
History Of

ABSTRACT Here we present an overview of the geology of the Manhattan Prong and a specific guide for field stops in northern Central Park. This guide is intended to provide a brief introduction to these complex rocks for researchers, undergraduate students, and teachers. Given the easy access to Central Park and numerous schools and institutions nearby, these outcrops provide ideal teaching outcrops for students of all levels. We also present new geochemical and isotopic results for the Manhattan and Hartland Schists. Previous work has focused primarily on field mapping, structural relationships, or infrastructure-related mapping, whereas our new geochemistry data allow for more detailed discussions of provenance and overall tectonic history of these rocks. Our results suggest that all of the rocks in northern Central Park (regardless of mapped unit) are derived from Laurentia.

scholarly journals Academic Outcomes of Students in University Digital Environment at Different Levels of Higher Education: Who Is More Successful?

2021 ◽  
Vol 26 (1) ◽  
pp. 76-91
Author(s):  
M.G. Sorokova
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Effect Size ◽  
Academic Outcomes ◽  
Knowledge Retention ◽  
Final Test ◽  
Gain Score ◽  
Academic Achievements ◽  
Level Effect ◽  
Different Levels

The problem of empirical assessment of various aspects of learning in the digital educational environment seems to be of particular relevance.At the same time, it is emphasized that there is a lack of comparative studies of students’ educational outcomes at different levels of higher education who have completed e-courses.The study was conducted at the Moscow State University of Psychology and Education (MSUPE), the sample size is N = 424 students.Subject of the study is immediate and long-term academic achievements of students in two levels of higher education who completed e-courses.Purpose of the study is to evaluate the differences in the academic achievements and knowledge retention of graduate and undergraduate students.Key findings of students’ academic outcomes comparative analysis are the following: (1) No differences were found between graduate and undergraduate students in the pretest, final test and overall e-course grade indicators.(2) The same tendency was revealed in students of both groups: pretest scores are low, posttest scores significantly and strongly increase, and then after 1.5—4 months they significantly decrease, while remaining significantly higher than the input indicators.The knowledge retention scores are very scattered in comparison with the direct ones.(3) The gain score effect size and the improvement index are significant for the final test only without adjusting for clustering, i.e.ignoring the fact that the sample consists of several student groups.A median graduate student would have a higher score than a median undergraduate student.Cluster-level effect size is not statistically significant.Cluster-level effect size for overall e-course grade indicators with difference-in-differences adjustment is also not reliable.(4) The knowledge retention scores in both students’ categories do not differ.The gain score effect sizes for knowledge retention, taking into account both the final test and the pretest, are not significant.(5) The psychometric characteristics of the academic achievement test in the field of empirical data quantitative analysis can be considered satisfactory.

scholarly journals Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 239-246
Author(s):  
Nida Ayaz ◽  
Dr. Muhammad Naeem Butt ◽  
Summiya Ahmad
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cultural Difference ◽  
Statistical Tests ◽  
Metacognitive Awareness ◽  
High Achievers ◽  
Future Perspective ◽  
Chi Square ◽  
Academic Achievements ◽  
And Mathematics

This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994), CGPA of the students, and self-developed objective type subject test. Descriptive Statistics & statistical tests (Chi-square & Linear Regression) were applied for data analyses. The results showed that metacognitive awareness had significant effect on student’s academic achievement (CGPA) in Department of English whereas it was found to be insignificant in Department of Mathematics. The study recommends an introductory course on Educational Psychology, which cater the metacognitive needs of the students. Moreover, research studies are recommended in the subjects except English and Mathematics. The cultural difference of the students, teachers, and locality of the universities might be taken care of future perspective of researchers.

scholarly journals Effects of the Online Learning Environment Designed with Instruction Activities Model on Academic Achievements, Attitudes, and Retention of Learning

2021 ◽  
Vol 9 (4) ◽  
pp. 59-77
Author(s):  
Vildan Donmuş Kaya ◽  
Burhan Akpinar
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Structured Interview ◽  
Training System ◽  
Control Group ◽  
Online Learning Environment ◽  
Academic Achievements ◽  
Instructional Activities

The effect of the online learning environment designed with Gagné’s Instructional Activities Model on students’ academic achievements, attitudes, and retention of their learning was investigated using a mixed-method design. Purposive sampling was used to select 61 undergraduate students as participants. The participants were divided into two groups: one experimental group with the online learning environment designed with Gagné’s Instructional Activities Model and one control group with an online learning environment where the researcher does not intervene. The groups attended the same course content sessions that are suitable for their learning model over six weeks. Data were collected from undergraduates using three instruments which were academic achievement tests, course attitude scales, semi-structured interview form, and from experts using one instrument, which was rating scale. For analysis, descriptive statistics, independent group t-test, ANCOVA tests, and content analyses were performed. According to the findings of the study, students’ academic achievements and course attitude levels significantly increased in the online learning environment designed with Gagné’s Instructional Activities Model compared with an online learning environment where the researcher does not intervene. The qualitative findings of the study, Gagné’s online learning environment, a gradual model that allows learners to learn retention and that allows the learners to transform their learning into life, is a model that students often find useful and will also prefer to apply it in their professional lives. In this respect, the qualitative findings generally support quantitative findings because the experimental research results show that students learning online learning environments with Gagné’s principles are more successful, learnings are more permanent, and students’ attitudes toward the course are more positive. The results of this study show that various models, such as Gagné’s Instruction Activities Model in the online learning environment, have the potential to provide an alternative perspective to the teacher training system.

scholarly journals Exploring Various Strategies in Listening Comprehension : A Review of Selected Paper

2019 ◽  
Author(s):  
Indah Karina Sianturi ◽  
aprilia chasanah ◽  
Avivah Adinda Putri ◽  
Mathilda Sumbayak ◽  
Jessica Paulima Simanullang
Keyword(s):  
Undergraduate Students ◽  
Cognitive Strategies ◽  
Subjective Perception ◽  
Listening Skills ◽  
Process Information ◽  
Learning And Teaching ◽  
Interest Management ◽  
Topic Interest ◽  
Active Interest ◽  
The Right

In listening English there are many moments of misunderstanding where someone says is captured into a different meaning by the listener. Why is this so common? This is because many people do not use the right strategy in listening or even many people who do not know the various strategies in listening skills. In listening, a strategy that is appropriate for the situation is needed. In the selected paper putting a data using qualitative method, listening logs collected from35 undergraduate students were evaluated for the effects as perceived by listeners - of three types of cognitive strategies, such as, interest management, asking pre-questions, and elaboration techniques. The results support the hypothesis that these strategies, when appropriately adapted to the listening context, facilitate information processing from listening.Using the right strategies in the right time of listening can increase one's power in listening to something, process information quickly and also receive information faster than those who do not use the strategy in listening. A listener can do little to change the attractiveness of the material or of the speaker, but he or she can reflect on his or her subjective perception and evaluation of the topic. Interest is determined by a set of emotional, evaluative, and cognitive decisions that a person has made on a topic (Krapp, 1992). Active interest building can be initiated by redefining the current person-topic relation on the emotional, evaluative, cognitive level. The question is how individuals build interest in a topic and what behavioral and cognitive effects ensue.This strategies can be used for all people whether it is students and even people who work, the diversity of strategies in listening is very helpful for the learning and teaching process and even helps students who have difficulty in problems difficult to receive and process information properly.

scholarly journals Factors Associated with Academic Achievements of Students in Mathematics

2017 ◽  
Vol 1 (2) ◽  
pp. 69-76
Author(s):  
Kaleem Ullah ◽  
Sareer Badshah ◽  
Muhammad Rauf
Keyword(s):  
Undergraduate Students ◽  
Mathematics Learning ◽  
Academic Departments ◽  
Educational Institutions ◽  
Chi Square ◽  
Primary Level ◽  
Academic Achievements ◽  
Self Confidence ◽  
The Subject ◽  
Structured Questionnaire

This study is conducted to find out the factors which are associated with students’ academic achievements in the subject of mathematics in different higher education institutions which are based in Peshawar, Khyber Pakhtunkhwa, Pakistan. The data is collected through a structured questionnaire from Bachelor of Studies (BS) 5th semester program of all the academic departments of well-known government educational institutions of Peshawar. All academic departments, except the departments of mathematics were selected, especially where the subject of mathematics is taught as compulsory or general course to the undergraduate students.  The collected data is analysed on SPSS-20. For the analysis purpose mean, standard deviation, T-test, chi-square, and odd ratios are used. The results show that earlier performance such as primary level, attitude toward mathematics, difficulty of mathematics, study hours and self-confidence in mathematics learning are associated with students’ academic achievement in mathematics.

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