scholarly journals The Relationship between Metacognitive Awareness Levels, Learning Styles, Genders and Mathematics Grades of Fifth Graders

2016 ◽  
Vol 5 (4) ◽  
pp. 78 ◽  
Author(s):  
Serdal Baltaci ◽  
Avni Yildiz ◽  
Bilal Özcakir
Keyword(s):  
Learning Styles ◽  
Significant Relationship ◽  
Metacognitive Awareness ◽  
Fifth Grade ◽  
Screening Model ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
And Gender ◽  
And Mathematics ◽  
The Relationship

<p>Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students.<strong> </strong>Besides,<strong> </strong>it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners’ mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are “Metacognitive Awareness Scale for Children” and “Learning Styles Scale”. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels<strong> </strong>(MAL)—grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals’ way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students’ learning styles and metacognitive awareness levels are not considered.</p>

The Effect of Textual Proximity on Fourth- and Fifth-Grade LD Students' Metacognitive Awareness and Strategic Comprehension Behavior

1988 ◽  
Vol 11 (4) ◽  
pp. 380-395 ◽  
Author(s):  
Deborah C. Simmons ◽  
Edward J. Kameenui ◽  
Craig B. Darch
Keyword(s):  
Significant Relationship ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Fifth Grade ◽  
Text Difficulty ◽  
Chi Square ◽  
Textual Information ◽  
The Relationship

This investigation examined the relationship between the proximity of critical textual information and selected metacognitive behaviors of elementary-age LD students. Twenty-nine LD students were presented six passages in which information critical to the solution of text-based inferences was either systematically dispersed or centralized within the text. Following a comprehension measure, interrogatory probes were administered to assess three self-reported metacognitive behaviors: (a) awareness of text difficulty, (b) attributions of text difficulty, and (c) strategy usage. Chi-square analyses revealed that textual proximity was independent of LD subjects' ratings and attributions of passage difficulty; however, a significant relationship was found between text proximity and strategy deployment. Subjects who received collapsed versions of passages reported higher percentages of text-based strategies (41%), whereas over 50% of the dispersed condition subjects' responses reflected no strategy use. Analysis of strategy efficacy (i.e., relationship between strategy application and comprehension) further reinforced the significant effect of text proximity on strategy application.

HUBUNGAN ANTARA KECERDASAN LOGIS-MATEMATIS DAN KEDISIPLINAN BELAJAR SISWA KELAS V SD NEGERI PAGAR AIR KABUPATEN ACEH BESAR

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Yamin M. Yamin. ◽  
Fauzi Fauzi.
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Significant Relationship ◽  
Fifth Grade ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Analysis Technique ◽  
Simple Regression Analysis ◽  
The Relationship ◽  
Simple Regression

This study examines the existence of a logical-mathematical intelligence relationship to the learning discipline of fifth grade students at SD Negeri Pagar Air Aceh Besar District. To answer the relationship between logical-mathematical intelligence on learning discipline, researchers use a quantitative approach to the type of associative research. The sample in this study was 40 fifth grade students of Pagar Air Elementary School. Data collection techniques using tests and questionnaires. The data analysis technique used is simple regression analysis. Based on the results of data analysis shows that there is a positive and significant relationship between logical-mathematical intelligence and learning discipline of fifth grade students of SD Negeri Pagar Air. This is indicated by the value of Fcount Ftable at the 5% significance level of 5.98 4.10 and the regression equation Ŷ = 76.02 + 0.99X which can predict the ups and downs of students' learning discipline. The magnitude of the influence of logical-mathematical intelligence with student learning discipline can be seen from the value of rxy = 0.370, r count is greater than rtable at a significance level of 5% ie 0.370 0.320, meaning that logical-mathematical intelligence contributes 13.69%. Thus it can be concluded that there is a significant relationship between logical-mathematical intelligence and the discipline of learning of fifth grade students at SD Negeri Pagar Air Aceh Besar District. 

The Relationship of Strengthening Gift Of Christian’s Education Teacher With Students Learning Motivation for Class VI Students of SD Negeri 173105 Tarutung, North Tapanuli Regency Year 2019

2020 ◽  
Vol 18 (1) ◽  
pp. 187-194
Author(s):  
Andrianus Nababan
Keyword(s):  
Christian Education ◽  
Significant Relationship ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Education Teacher ◽  
Fifth Grade Students ◽  
The Gift ◽  
Research Population ◽  
Relationship Of ◽  
The Relationship

ABSTRACTThe research is aimed to determine the relationship of strengthening the gift of Christian education teacher with students learning motivation for class vi students of sd negeri 173105 tarutung, north tapanuli regency year 2019.  The research hypothesis was that there was a positive and significant relationship of strengthening gift of Christian education teacher with students learning motivation for class vi students of sd Negeri 173105 tarutung, north tapanuli the regency year 2019.  This study used quantitative inferential research methods. The research population was all grade VI students of SD Negeri 173105 Tarutung who were Christian, amounting to 56 people. The research sample is taken the entire population so that this study is a population study. The research instrument was a closed questionnaire. The questionnaire trial was conducted on 10 fifth grade students at SD Negeri 173131 Tarutung.The research data were analyzed using descriptive and inferential statistical data analysis techniques with the following steps: 1) The relationship test found that r count r table was 0.673 0.266. It can be concluded that there is a positive relationship between Giving Strengthening with Learning Motivation of PAK Grade VI Students of SD Negeri 173105 Tarutung in 2019, 2) Significant test of the relationship is known that t count t table is 6.691 2,000. It can be concluded that there is a positive and significant relationship of strengthening the gift of Christian education teacher with students learning motivation for class vi students of sd negeri 173105 tarutung, north tapanuli the regency year 2019. Kata Kunci: Strengthening Gift, Students Learning Motivation

scholarly journals HUBUNGAN ANTARA SELF CONFIDENCE DENGAN HASIL BELAJAR MATEMATIKA SISWA KELAS V SD NEGERI 136 PEKANBARU

2020 ◽  
Vol 3 (2) ◽  
pp. 261
Author(s):  
Nurul Mawaddah ◽  
Syahrilfuddin Syahrilfuddin ◽  
Eddy Noviana
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Coefficient Of Determination ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
Fifth Grade Students ◽  
Self Confidence ◽  
And Mathematics

This study aims to determine whether there is significant relationship between self confidence and mathematics learning outcomes of fifth grade students at SD Negeri 136 Pekanbaru. It is a correlation research where population of all students of fifth grade at SD Negeri 136 Pekanbaru consisted of 109 students while the sampling method is cluster sampling. The instruments used are self confidence questionnaire and documentation of student mathematics learning outcomes that have been tested for validity and reliability. The data analysis used by the writer is product moment correlation test. The result shows that there is a significant relationship between self confidence and mathematics learning outcomes of fifth grade students at SD Negeri 136 Pekanbaru with a large relationship of 0.345 and it is categorized in low relationship category. This means that the increase in variable x will be followed by an increase in variable y. The coefficient of determination in this study is 0.119 which means that self-confidence contributes to student mathematics learning outcomes by 11.9% and the remaining 88.1% is caused by other factors such as teachers, infrastructure, intelligence and student motivation. The results of this study can provide information about one of the factors that affect student learning outcomes in mathematics so that the school, teachers and parents can determine effective steps to improve student mathematics learning outcomes.

HUBUNGAN ANTARA KECERDASAN LOGIS-MATEMATIS DAN KEDISIPLINAN BELAJAR SISWA KELAS V SD NEGERI PAGAR AIR KABUPATEN ACEH BESAR

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Yamin M. Yamin. ◽  
Fauzi Fauzi.
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Significant Relationship ◽  
Fifth Grade ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Analysis Technique ◽  
Simple Regression Analysis ◽  
The Relationship ◽  
Simple Regression

This study examines the existence of a logical-mathematical intelligence relationship to the learning discipline of fifth grade students at SD Negeri Pagar Air Aceh Besar District. To answer the relationship between logical-mathematical intelligence on learning discipline, researchers use a quantitative approach to the type of associative research. The sample in this study was 40 fifth grade students of Pagar Air Elementary School. Data collection techniques using tests and questionnaires. The data analysis technique used is simple regression analysis. Based on the results of data analysis shows that there is a positive and significant relationship between logical-mathematical intelligence and learning discipline of fifth grade students of SD Negeri Pagar Air. This is indicated by the value of Fcount Ftable at the 5% significance level of 5.98 4.10 and the regression equation Ŷ = 76.02 + 0.99X which can predict the ups and downs of students' learning discipline. The magnitude of the influence of logical-mathematical intelligence with student learning discipline can be seen from the value of rxy = 0.370, r count is greater than rtable at a significance level of 5% ie 0.370 0.320, meaning that logical-mathematical intelligence contributes 13.69%. Thus it can be concluded that there is a significant relationship between logical-mathematical intelligence and the discipline of learning of fifth grade students at SD Negeri Pagar Air Aceh Besar District. 

scholarly journals Estilos de aprendizaje y rendimiento académico de universitarios de Educación Física chilenos (Learning styles and academic performance of Chilean Physical Education university students)

Retos ◽  
2016 ◽  
pp. 62-67
Author(s):  
Jaime Serra-Olivares ◽  
Carlos Leonel Muñoz Valverde ◽  
Consuelo Cejudo Armero ◽  
Pedro Gil Madrona
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
And Gender ◽  
New Research ◽  
The Relationship ◽  
Academic Year

Se analizó la relación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes universitarios de Educación Física de la Universidad Católica de Temuco en Chile 2015/16 (n = 122). Los participantes completaron el cuestionario CHAEA-36 y se analizaron los datos en función del curso, la edad y el género. Los hallazgos demostraron la predominancia, principalmente, de los estilos de aprendizaje combinado (56%) y activo (21%). No se observó relación significativa entre los estilos de aprendizaje y el curso (χ² = 14.324; p =.575), y tampoco la edad (χ² = 14.324; p =.575). Sin embargo, el análisis inferencial demostró una relación significativa entre los estilos de aprendizaje y el género (χ² = 11.257; p =.024). Por último, los estudiantes con un estilo de aprendizaje activo demostraron un rendimiento académico significativamente inferior que sus compañeros con estilos de aprendizaje pragmático (F = 9.517; p = .011) y combinado (F = 14.625; p = .013). No se observaron diferencias significativas en el resto de comparaciones. Estos hallazgos determinan la importancia de atender a los procesos de formación inicial docente desde una perspectiva flexible, adaptada al contexto sociocultural y educativo de los aprendices. En este sentido, se necesitan nuevos estudios de investigación que analicen la relación entre los estilos de aprendizaje y el rendimiento académico, principalmente desde la perspectiva de género.Abstract: The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (χ² = 14.324; p =.575) nor age (χ² = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (χ² = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners’ cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.

The More, the Merrier? Roles of Device-Student Ratio in Collaborative Inquiries and Its Interactions With External Scripts and Task Complexity

2021 ◽  
pp. 073563312110107
Author(s):  
Cixiao Wang ◽  
Huixiao Le
Keyword(s):  
Conceptual Understanding ◽  
Repeated Measures ◽  
Task Complexity ◽  
Mainland China ◽  
Fifth Grade ◽  
Learning Context ◽  
Simple Task ◽  
Fifth Grade Students ◽  
Main Effect ◽  
The Relationship

In collaborative learning, the intuition “the more device, the merrier” is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in the learning context including task complexity, external script availability and students’ familiarity to the collaboration settings. A three-round quasi-experiment was conducted in a primary school in mainland China, 130 fifth-grade students from four classes participated. Group worksheet including conceptual understanding and problem-solving tasks were used to collect participants’ inquiry performance. Repeated measures ANOVA was employed in data analysis. Findings indicate that 1:m device-student ratio could be beneficial, and external scripts, and prior collaboration experience could moderate such effect. The different effect of 1:m device-student ratio to 1:1 is only significant in the situation when students are faced with relatively simple task, and the effect size is larger when external script is present. When the task is more complicated, such effect of device-student ratio would only emerge after a period of collaboration. This finding challenged the intuition that one-to-one device-student ratio could be better. Related discussions and recommendations to teaching were made.

scholarly journals THE EFFECT OF PHYSICIANS’ GENDER AND EXPERIENCE ON PERSIAN MEDICAL INTERACTIONS

2017 ◽  
Vol 10 (1) ◽  
pp. 89-110
Author(s):  
Fariba Ramazani Sarbandi ◽  
Giti Taki ◽  
Pakzad Yousefian ◽  
Mohamad Reza Farangi
Keyword(s):  
Significant Relationship ◽  
Chi Square ◽  
Patient Interactions ◽  
Medical Consultations ◽  
Power Strategies ◽  
Tag Questions ◽  
And Gender ◽  
Physician Patient ◽  
The Relationship ◽  
Chi Square Tests

This study focusing on physician-patient interactions aimed to find out whetherphysicians’ gender and experience influence Persian doctor-patient interactions. Sopower strategies in physician-patient interactions were extracted and categorized toexplore the relationship between physicians’ gender and experience and power strategies.Fieldwork was conducted in clinics and hospitals of Rafsanjan city in Iran. One hundredphysician-patient consultations were audiotaped and transcribed during 2011-2012.Woods’ (2006) view was used to examine four strategies of power and knowledge ontheir talk. The findings pointed out the importance of investigating discourse of medicinein order to improve medical consultations, especially physician-patient interactions.Our study confirmed some previous assertions that physician-patient interactionswere asymmetrical. Physicians controlled and dominated the medical consultations byquestioning, interruptions, directive statements and tag questions. The analysis of the datarevealed that all power strategies were applied in Iranian physician-patient interactions.The results of Chi-Square tests indicated that there was a significant relationship betweenpower strategies and physicians’ experience and gender. It was concluded that the femaleand inexperienced physicians tended to control consultations by questioning, interruption,directives and tag questions more than the male and experienced physicians.

scholarly journals The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students

2019 ◽  
Vol 22 (1) ◽  
pp. 52-62
Author(s):  
Vahid R. Mirzaeian ◽  
Hamedreza Kohzadi
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Significant Relationship ◽  
Computer Anxiety ◽  
Visual Learning ◽  
Verbal Learning ◽  
Frequency Standard ◽  
First Year ◽  
And Gender

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

scholarly journals THE CORRELATION BETWEEN SOCIAL INTERACTION AND AFFECTIVE LEARNING OUTCOME OF THE5TH GRADE STUDENTS IN ELEMENTARY SCHOOLS IN KALIWATES SUB-DISTRICT, JEMBER REGENCY

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Dini Sari ◽  
Mutrofin Mutrofin ◽  
Chumi Fitriyah
Keyword(s):  
Social Interaction ◽  
Learning Outcomes ◽  
Affective Learning ◽  
Correlation Study ◽  
Fifth Grade ◽  
Coefficient Of Determination ◽  
Significance Level ◽  
Fifth Grade Students ◽  
The Relationship ◽  
Research Analysis

Social interaction is the relationship between one individual and another individual, one individual can influence other individuals so that there is reciprocity. The better the students' social interactions, the better their learning outcomes will be. Learning outcomes examined in this study are affective learning outcomes. This study aims to reveal whether the better social interaction, the better the affective learning outcomes of fifth grade students in SDN throughout Kaliwates Jember District. The population of this research is the fifth grade students of SDN in Kaliwates Jember District. This study is a correlation study with a population of 182 and a sample of 25 students. The main methods of collecting data are questionnaire and observation. To test the research hypothesis using the product moment correlation formula with the help of SPSS 20 at a significance level of 5%. The results of the research analysis obtained the value of r_count> r_tabel (0.748> 0.266) and the coefficient of determination 56%. This shows that social interaction has a contribution of 56% to affective learning outcomes the remaining 44% is influenced by other factors. It can be concluded that the better social interaction, the better the affective learning outcomes of fifth grade students of SDN in Kaliwates Jember District. Keywords: Social Interaction, and Affective Learning Outcomes

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