Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry
Embargo Lift Date
MetadataShow full item record
Students’ academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns on grade 9 students' chemistry performance. One instrument measured chemistry academic performance based on concept knowing, application and problem solving. Six tasks with marking keys measured the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns. Different groups of grade 9 students participated in pilot tests and the field tests. The quality of the chemistry academic performance instrument and the six tasks was inspected by both expert assessment with six raters and computer-aided inspection including Rasch analysis and Kendall rater-consistency reliability tests. Correlation analysis and multiple regression analysis explored the relationship among academic performance and knowledge structure, cognitive perspectives, and cognitive patterns. According to the results of this research, knowledge structure, cognitive perspective and cognitive pattern all influenced grade 9 students’ chemistry performances; cognitive perspective was the most important factor. Based on these findings, we discuss individual student performance relative to their discipline-specific cognitive factors. We recommend that instruction of discipline-specific learning in chemistry pay attention to each of the three discipline-specific cognitive factors and that tasks be designed to promote the progress of each of these three discipline-specific cognitive factors, especially cognitive perspectives.
Showing items related by title, author, creator and subject.
Students' difficulties, conceptions and attitudes towards learning algebra : an intervention study to improve teaching and learningChow, Tuck-Choy Francis (2011)The skills necessary to identify and analyse errors and misconceptions made by students are needed by teachers of all levels especially at the lower secondary school level in Malaysia. If students are to be successful in ...
Evaluation of a University Physics Studio Learning Environment: The Interrelationships of Students' Perceptions, Epistemological Beliefs and Cognitive Outcomes.Yeo, Shelley R. (2002)Physics learning has been the focus of much research over the last few decades. One line of such research has had knowledge about physics conceptual understanding as its object. Conceptual physics learning is found to be ...
Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning stylesScott, Donald E. (2009)This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...