Abstract
Evidence indicates that cognitive deficits can affect students’ performance in schools. An effort to enhance cognitive skills through integration of a neuro-cognitive training called ‘Brighter Minds’, was made in the government schools of South India during 2017-18. 110 students went through a pre and post training evaluation, using a mixed methods study design to assess changes in attention, observation and memory. Tools such as Make a Trail and Stroop test to assess attention, Word Recall and Visual stimulus tests for memory and acustomized tool to assess changes in observation were used. Focus group discussions were conducted to understand teachers’ experience and acceptance of the training. Paired t-tests demonstrated statistically significant gains in all the three cognitive traits. The average time taken to complete the trail tests significantly reduced after the training (Trail A: 59.3 s to 47.5 s; Trail B: 156 s to 120 s. p < 0.001). The average number of correct items read out in the Stroop test improved significantly. More students were able to observe deeper aspects of the test object (23 Vs 40, p < 0.001). On intuition tests, average score of correct observations went up significantly from 6.7 to 9.6 objects. Memory assessments revealed significant improvements in verbal recall (both immediate and delayed) and visual recognition, but marginal improvements in visual retention. The teachers reported changes in student’s motivation, discipline and participation. The training was seamlessly rolled out by the teachers during regular hours and led to improvements in students' cognitive abilities. The cognitive trainings offer promise to complement current efforts in enhance learning outcomes among students.
Highlights
Sustainable Development Goal (SDG) 4 aims to ‘ensure inclusive and equitable quality education and promote lifelong learning for all’ by 2030
Out of a total of 120 students, 111 (92.5%) students were available for the post intervention assessments; 9 students missed because they were on leave due to health problems or had moved out to other schools
While there are measurement tools that assess observational ability, tools that measure the degree or depth of observation are lacking and the current study provided opportunities to assess feasibility of such a tool to measure depth of observation and that it is amenable for change with a cognitive training such as Brighter Minds
Summary
Sustainable Development Goal (SDG) 4 aims to ‘ensure inclusive and equitable quality education and promote lifelong learning for all’ by 2030. The higher education system in India ranks first with the highest number of institutions in the world and third with respect to the student enrolment, only after China and the United States A nationwide survey in 2016 covering 562,305 children in age group of 3 to 16 years showed that 42% and 27% children respectively demonstrated appropriate reading and arithmetic abilities for age. The results haven’t varied much over the decade as previous evaluations in 2006 had demonstrated similar results i.e. 47% of grade 5 children being able to read story text of grade 2 difficulty and 25% of grade 8 children being able to solve a simple division problem (Kingdon, 2007). The reasons for poor learning outcomes despite good enrolment have been jedp.ccsenet.org
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational and Developmental Psychology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
