scholarly journals Context Factors Affecting Cognition and Performance of Undergraduate Science Students

2020 ◽  
Vol V (I) ◽  
pp. 160-169
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Tariq Javed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cognitive Learning ◽  
Independent Learning ◽  
Science Students ◽  
Grade Point ◽  
Context Factors ◽  
Field Independent ◽  
Field Dependent ◽  
Undergraduate Science

Individual differences play a vital role in learning, as they lead learners towards Field-Dependent and Field-Independent learning styles, assumed the perceptions of individuals. For learning science, perception, spatial orientation and analytical approach have been considered extremely essential. There are several context factors which have been reported to have connection with directly or indirectly cognitive learning styles. The present study explored the effects of context factors such as age, gender,. academic achievement and mother’s qualification of science students. For this study, 462 undergraduate science students were selected randomly from BS Physics, BS mathematics, and BS Computer Engineering programmes from four universities. The standardize test “SHAPES” was administered to recognize Field-Dependent-Field Independent learners. The regression analysis revealed that context factors such as gender, age, and grade point average significantly contribute to field contingent and field free thinking cognitive learning style.

scholarly journals EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE

2020 ◽  
Vol 39 (3) ◽  
pp. 532-544
Author(s):  
M Nur Ghufron ◽  
Rini Risnawita Suminta
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemic Beliefs ◽  
Islamic Education ◽  
Independent Learning ◽  
Equation Modeling ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning

Research in contemporary education over the past few decades has led to considering the influence of non-cognitive factors such as learning styles in various learning behaviors. This study aims to examine the influence of the epistemic beliefs that consist of belief in knowledge and belief in learning on field-dependent and field-independent learning styles. The sample consisted of 129 students at the Early Childhood Islamic Education Study Program, Department of Islamic Education, Kudus State Islamic Institute through the simple random sampling technique. The data collection technique was through the use of questionnaires. There are three scales employed in this study, namely epistemological trust scale, dependent learning style and independent learning style. Data were analyzed by using Structural Equation Modeling. The results show that the belief in learning has a significant and positive effect on the field-dependent and field-independent learning style. Meanwhile, the belief in learning has only a significant and negative effect on the field-independent learning style and has no significant effect on field-dependent learning style. The results provide some insightful considerations regarding the utilization of epistemic beliefs for improving learners’ interaction with the surrounding context to obtain an optimal academic performance.

scholarly journals PENGARUH GAYA BELAJAR DAN STRATEGI PEMBELAJARAN TERHADAP HASIL BELAJAR AL-QUR’AN MAHASISWA UIN MAULANA MALIK IBRAHIM MALANG

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
I’anatut Thoifah
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Independent Learning ◽  
Control Groups ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning ◽  
And Control

<p><em>This study aims to investigate the interaction of learning style and learning strategies towards the result of learning Al Qur’an among freshmen of Ma’had al-Jami’ah UIN Maulana Malik Ibrahim Malang. A quantitative method with 2x2 factorial design was used in this study. The samples of this study were 40 students of UIN Maulana Malik Ibrahim Malang who were selected by using random purposive technique sampling. They were classified into two groups; experimental and control groups. In the process of analysis, the students’ score of learning Quran in terms of tajwid were correlated with the grouped students based on their learning style and learning strategies. The result of this study showed that there was a different result of learning Quran between the students with field independent learning style and field dependent learning style. Besides, there was also a different result of learning Quran between the students with musical and conventional learning strategy. However, there was no interaction between learning style and learning strategies towards the students’ result of learning Qur’an.</em></p><p><strong><em>Keywords:</em></strong><em> learning styles, learning strategies, and the results of the Study</em></p>

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN

2011 ◽  
Vol 10 (2) ◽  
pp. 1-11
Author(s):  
Etin Solihatin
Keyword(s):  
Cooperative Learning ◽  
Learning Style ◽  
Learning Strategy ◽  
Independent Learning ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning

ABSTRACT With regards to findings of the study, it can be concluded that in general, (1) the use of Cooperative Learning strategy has given higher achievement in learning Civics than that of Expository one; (2) the use of Cooperative Learning strategy with learners of field independent learning style has effect in the form of higher achievement in learning Civics than that of Expository one; (3) the use of Cooperative Learning strategy with learners of field dependent learning style has effect in the form of lower achievement in learning Civics than that of Expository one; and (4) there is interaction between the use of learning strategy and learner's learning style on learner's achievement in learning Civics.

scholarly journals THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION

2017 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Muhammad Ali ◽  
Emzir Emzir ◽  
Zainal Rafli
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Writing Skills ◽  
Learning Model ◽  
Independent Learning ◽  
Narrative Writing ◽  
Learning Models ◽  
Field Independent ◽  
Dependent Learning ◽  
Better Than

The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of α = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.

scholarly journals STUDENTS’ VISUALIZATION IN READING AND THEIR COGNITIVE LEARNING STYLES

2019 ◽  
Vol 13 (1) ◽  
pp. 26
Author(s):  
Ainul - Addinna ◽  
Ririn - Ovilia ◽  
Risda - Asfina
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Field Independent ◽  
Field Dependent ◽  
The Mean ◽  
The Difference ◽  
Visualization Strategy ◽  
The Impact ◽  
Experimental Group

Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students’ reading comprehension. Given the evidence of its significance, this study is intended to figure out the impact of visualizing the text on the students’ reading comprehension observed from the students’ cognitive learning styles namely field independent (FI) and field dependent (FD). Due to its purpose, the experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be ineffective in enhancing students’ reading comprehension on account for some factors. Besides, the mean score of FI students in experimental group was slightly above FD students’. Again, the difference is empirically proven to be insignificant. 

scholarly journals The dilemma of English as a medium of instruction policy in science college programs

2021 ◽  
Vol 8 (3) ◽  
pp. 1045-1060
Author(s):  
Munassir Alhamami ◽  
Abdullah Almelhi
Keyword(s):  
Native Language ◽  
Medium Of Instruction ◽  
Science Students ◽  
Intensive English Program ◽  
Language Of Instruction ◽  
Grade Point ◽  
College Programs ◽  
Current Program ◽  
And Mathematics ◽  
Undergraduate Science

Achieving science undergraduate programs learning outcomes relies on the students’ proficiency in the language of instruction, a challenge that many policymakers ignore. This study is to understand the influence of English as a medium of instruction (EMI) policy in four undergraduate science programs, namely, Biology, Chemistry, Physics, and Mathematics, in Saudi Arabia. The data were collected from the following groups of participants: 1461 science alumni records, 769 current undergraduate science students’ surveys, and 111 science university instructors’ surveys. The results of alumni records indicated that grades of the intensive English program in the first year predict the alumni cumulative grade point average (GPA) once they finish their four-year program. The results demonstrated that the higher is the alumni’s English proficiency, the better is their cumulative GPA. The results of the current science students’ questionnaire showed their preferred language of instruction could be predicted by their attitudes and society’s attitudes. Most of these students preferred to learn sciences in their native language (Arabic), which contradicted the policy of the current program. The instructors’ questionnaire results showed that instructors held divergent perspectives on the usage of EMI and students’ native language in the undergraduate science programs. To conclude, educationists and programs policymakers need to locate more attention and interventions toward the language of instruction. It is also recommended that universities provide science students with more English courses. Science students should also have English for science purposes courses to familiarize them with the science terms and prepare them to read science materials.

scholarly journals Cognitive Learning Styles Used by Male and Female Students in Grade 10 of Natural Science of “X” School in Surabaya

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 64-70
Author(s):  
Febe Widarma
Keyword(s):  
Mixed Methods ◽  
Learning Styles ◽  
Key Words ◽  
Learning Style ◽  
Natural Science ◽  
Cognitive Learning ◽  
Female Students ◽  
Male Students ◽  
Science Class ◽  
Male And Female

This study identifed male and female’s cognitive learning styles and found out the differences and similarities the cognitive learning styles between male and female students in grade 10 of “X”school in Surabaya. There were twenty six students in Natural Science class (X-IPA1). The main theory for this study is from Ehrman (1996) about Cognitive Learning Styles. The method was mixed-methods. The researcher distributed questionnaires adapted from Ehrman and Leaver (2002b) ind interview to the students in order to know their cognitive learning styles. The findings showed that male students were concrete and female students were analog learners. Additionally, the finding also showed that the male and female students had five similarities and five differences. English teachers will be easier to conduct classroom activites based on the findings of male and female students’ cognitive learning styles. Key words: Cognitive learning styles, learning style, gender

The Aboriginal and Islander Student in the Classroom

1990 ◽  
Vol 18 (4) ◽  
pp. 36-46 ◽  
Author(s):  
Virginia Phillips
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Group Type ◽  
Learning Tasks ◽  
Field Dependent ◽  
New Material ◽  
Personal Level ◽  
Australian English

Most secondary teachers in Queensland will encounter Aboriginal and Islander students in the classroom at some time or other, and most teachers will have no experience or training to prepare them to meet the special needs of the indigenous students. Aboriginal and Islander students are, indeed, different from mainstream (or Anglo-Celtic) Australian students in their learning characteristics, their social or cultural backgrounds, existing educational disadvantagement and experience of prejudice, and their use of forms of English other than Standard Australian English (SAE). To say that all students are equal and should be treated the same way is to deny these important differences and impede the learning of Aboriginal and Islander students in the mainstream classroom.Two features of Aboriginal and Islander learning styles about which classroom teachers need to be aware are field sensitivity and external locus of control. Students described as “field sensitive” (or field dependent) are influenced by context and develop cognitive styles related to a global, or whole, approach to thinking. The introduction to learning new material, therefore, needs to take this learning style into account, if Aboriginal and Islander students are to cope with learning in a culture which is not their own. The introduction needs to be global in its approach, to enable these students to apply it to their existing knowledge. (Tutor leaflet, n.d.) Field dependent behaviours exhibited by indigenous students, according to a leaflet issued to tutors working with Aboriginal and Islander students in Townsville, include a preference for group type, co-operative learning tasks and a sensitivity to the feelings and opinions of peers, rather than an individual, competitive learning style. There is also a tendency to relate to the teacher/tutor at a highly personal level.

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