Cognitive Achievement Research Articles

Prevalence of Dehydration in Egyptian Primary School Children and its Impact on their Cognitive performance

Abstract Background More than 75% of children do not meet the water intake recommendations by the Institute of medicine. In addition, more than 80% of children in many European countries do not achieve the water intake recommended by the guidelines of the European food safety authority. Studies have revealed a correlation between hydration status and cognitive achievements in visual attention, immediate memory span, semantic flexibility, and automatic application of arithmetic operations in school children living in hot climates. Aim of the Work Assessment of the hydration status in Egyptian primary school children and determining the relationship between hydration status and cognitive function. Patients and Methods A cross-sectional questionnaire-based study was conducted on 200 children, the age group was from 9 to 13 years old. Data collection included the governmental, private and international schools in Cairo. The questionnaire was fulfilled during school time. A child-friendly “fluids and liquid food” diary was designed to prospectively record the volume of total fluid intake including water, sugar sweetened beverages and fruit juices in the previous day and during school day. Hydration status was assessed by self-reported urine colour using eight-point colour scale. The students were asked to answer four cognitive function tests that were designed to test the cognitive skills which were known to be affected by dehydration (Visual attention, Visual memory, Visual search, Visuomotor performance). Results 54 children (27%) had “Satisfactory knowledge” i.e. the children who met the criteria in the self- answered questionnaire and 146 children (73%) of them had “Unsatisfactory knowledge of proper total fluid intake. 166 children (83%) reported low total fluid intake and 34 children (17%) had adequate total fluid intake (according to the guidelines of the European food safety authority), 118 children (59%) were dehydrated, and 34 children (17%) were severely dehydrated. There was a statistically significant higher total fluid intake in international school regarding the amount of total fluid intake during school time and the amount of total fluid intake per day. In our study, the most consumed fluids after water were sugar sweetened beverages and fruit juices. There was a highly statistically significant positive correlation between total fluid intake and cognitive function regarding visual attention, visual memory, visual search, visuomotor performance and total score of cognitive functions, with p-value (p < 0.001). Conclusion We concluded that there was a significant correlation between school students’ hydration status and total fluid intake and their cognitive functions regarding their Visual attention, Visual memory, Visual search, Visuomotor performance. That calls for the importance of corroboration of our study results with studies that further explore students’ awareness and perception about their daily need of water and benefits of proper hydration.

Neurodevelopmental Outcomes of Preschoolers with Antenatal Zika Virus Exposure Born in the United States.

Neurodevelopmental outcomes for preschool-age children in the United States with in utero Zika virus (ZIKV) exposure have not yet been reported. We performed a case-control study to assess whether children exposed in utero to ZIKV have abnormal neurodevelopment at age 4-5 years compared to unexposed controls. Thirteen ZIKV-exposed cases that did not have microcephaly or other specific features of congenital Zika syndrome and 12 controls were evaluated between ages 4-5 years. Child neurodevelopment was assessed using the Pediatric Evaluation of Disability Inventory, Behavior Rating Inventory of Executive Function, Peabody Picture Vocabulary Test, Bracken School Readiness Assessment (BSRA), and Movement Assessment Battery for Children (MABC). Caregivers answered questions on the child's medical history and family demographics. Cases and controls were evaluated at mean (SD) ages 4.9 (0.3) and 4.8 (0.4) years, respectively. Caregivers reported more behavior and mood problems in cases than controls. MABC scores showed more gross and fine motor coordination difficulties among cases than controls. Controls trended towards higher performance on concepts underlying school readiness on BSRA. Three cases had a diagnosis of autism spectrum disorder or global developmental delay. Continued follow-up through school age for children with prenatal ZIKV exposure is needed to understand the impact of in utero ZIKV exposure on motor coordination, cognition, executive function, and academic achievement.

Neurocognitive profile in HIV subjects on INSTI-regimen- one year follow up: Is there room for optimism?

The introduction of antiretroviral therapy (ART) has successfully changed the clinical course of people with HIV, leading to a significant decline in the incidence of HIV-related neurocognitive disorders. Integrase strand transferase inhibitors (INSTI) are recommended and preferred first-line ART for the treatment of HIV-1 infection in ART-naïve subjects. This type of therapy regimen is expected to have higher CNS penetration, which may bring more cognitive stability or even make significant cognitive improvement in people with HIV. The study aimed to follow up on neurocognitive performance in HIV subjects on two types of INSTI therapy regimens at two-time points, one year apart. The study sample consisted of 61 ART naïve male participants, of which 32 were prescribed raltegravir (RAL) and 29 dolutegravir (DTG). There was no significant difference between subsamples according to the main sociodemographic (age, education level) and clinical characteristics (duration of therapy, nadir CD4 cells level, CD4 cells count, CD8 cells, CD4/CD8 ratio). For neurocognitive assessment, six measures were used: general cognitive ability (MoCA test), verbal fluency (total sum score for phonemic and category fluency), verbal working memory (digit span forward), cognitive capacity (digit span backwards), sustained attention (Color Trail Test 1), and divided attention (Color Trail Test 2). In both therapy groups (RAL and DTG), there was no significant decrease in neurocognitive achievement on all used measures over a one-year follow-up in both therapy groups. A statistically significant interactive effect of time and type of therapy was found on the measure of divided attention-DTG group showed slight improvement, whereas RAL group showed slight decrease in performance. During the one-year follow-up of persons on INSTI-based regimen, no significant changes in cognitive achievement were recorded, which suggests that the existing therapy can have a potentially positive effect on the maintenance of neurocognitive achievement.

Project Based Learning (PjBL) in Chemistry Learning: Systematic Literature and Bibliometric Review 2015 - 2022

Education is important to form an intelligent and competitive generation. Project Based Learning (PjBL) offers relevant and interactive learning, recognized by Grant (2002) as a student-centered model. PjBL creates a constructivist environment, developing content understanding and skills, such as communication, time management, research and critical thinking. This research focuses on the application of PjBL in chemistry learning, aiming to find out the results of previous research. This research uses Systematic Literature Review (SLR) and bibliometric review as methods. SLR is considered a systematic and transparent method of collecting, synthesizing and assessing study findings on a topic. The process includes planning (research identification), implementation (literature search and selection), and reporting (synthesis of findings). The research question (RQ) focuses on the application of Project Based Learning (PjBL) in chemistry learning. Twenty journals were selected, mostly from Scopus, with criteria ranging from 2015-2020. The analysis showed that 13 journals met the criteria, and a bibliometric review was then carried out on these journals. The research results show that PjBL focuses on skill development, learning innovation, and the impact on student understanding and participation. The research implications highlight the importance of the PjBL model to improve the learning process and better learning tools. The results revealed a wide variety of methods and samples. Six studies focused on the influence of PjBL, critical thinking abilities, psychomotor skills, problem solving, creativity, cognitive achievement, and teamwork. This framework generally involves students' innovative learning and laboratory experiments. Chemistry concepts include analytical, physical, environmental, basic, and organic chemistry. Data collection and analysis tools serve as benchmarks for future research and implications.

Analysis of Student Mathematics Learning Outcomes on the Concept and Equality of Two Matrices Based on Bloom's Taxonomy

The achievement of students in various mathematical learning materials needs to be analyzed. One of the topics that can be analyzed for its achievement is the concept and equality of two matrices. Achievements in mathematical learning should emphasize deep understanding and critical thinking abilities rather than mere memorization. Therefore, cognitive achievements in mathematics learning must be analyzed using Bloom's Taxonomy of cognitive levels to obtain a more comprehensive analysis. This study aims to classify daily test questions on the concept and equality of two matrices and describe eleventh-grade students' mathematics learning outcomes at SMAN 5 Pekanbaru for the 2022/2023 academic year, based on Bloom's Taxonomy cognitive domains. The research method used is descriptive with a qualitative approach. The subjects of this study are the eleventh-grade students of the MIPA 7 class. Based on the research findings, the mathematics learning outcomes of the eleventh-grade MIPA 7 students have reached the cognitive level of knowledge (C1) with an average percentage of 95.62% in the very good category, the cognitive level of understanding (C2) with an average percentage of 83.89% in the good category, and the cognitive level of application (C3) with an average percentage of 70.23% in the good category.

Investigating the relationships among peer moderation, cognitive engagement, and learning achievement in online discussion forums

ABSTRACT Online discussion forums are an important component of communication and interactions between teachers and students. The success of online discussion forums depends largely on the e-moderating behavior of the students who are assigned the role of peer moderators. Their ability to facilitate meaningful discussions, encourage diverse perspectives, and keep the conversation on track is paramount to achieving group cognitive engagement and superior performance. This study analyzed the discourse generated by learners in online discussion forums, with a particular focus on the still under-explored effort of peer moderation on groups’ cognitive engagement and learning achievement in online discussion forums. The result of multiple regression analyzes demonstrates how certain levels of cognitive engagement and peer moderation relate to learning achievement. Furthermore, this study examined the moderating role of peer moderation in the association between high-order cognitive engagement and learning achievement. The findings indicate that while peer moderation can have a positive moderating effect, this effect is weaker for a higher number of Development moderations, suggesting that excessive Development may lead to endless arguments and decrease discussion efficiency.

Use of Digital Learning Management Systems for Enhancing Cognitive Achievement in Vocational Productive Course

The use of digital technology is increasingly widespread, including in the world of education. Observations in the field found that students' understanding of using digital technology to support learning productive lessons in vocational high schools still needed to improve. The study aims to obtain information about (1) the level of students' understanding of the use of digital learning management systems (DLMS); (2) the level of student perception regarding the availability and quality of DLMS use, and (3) the effectiveness of DLMS implementation in increasing students' understanding of productive subjects. This research is a quantitative study with a proportional random sampling technique. The sample was 194 out of 441 students from three state-owned vocational high schools. Data was collected using questionnaire instruments, observation sheets, and documentation. Data credibility is measured using validity, reliability, normality, and homogeneity tests, while data processing techniques use partial significance tests (t-test) and simultaneous tests (F-test). The research results show that students' understanding of DLMS is quite high, and their perception of the availability and quality of available DLMS is at a good level. This research also found that understanding DLMS and perceptions of DLMS as a learning medium can increase students' cognitive achievement in productive subjects.

How is teaching quality related to achievement emotions in secondary low- and high-achieving students: A cross-sectional study in Chinese mathematics classrooms.

Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study. A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students. Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students. The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.

The Prospects of Generative AI in Higher Education

Artificial intelligence (AI) has brought tremendous prospects and breakthroughs to a number of areas, including education. With an emphasis on the use of chatbots, analytics, generative AI, and personalized learning experiences, this research study offers a thorough analysis of the effects of AI on education. In order to shed light on the ethical implications, cultural considerations, language competence issues, and privacy concerns related to the use of AI in education, it explores the related limitations, obstacles, and concerns. Artificial Intelligence (AI) has the potential to completely transform higher education by promoting efficiency, creativity, customization, and engagement. Higher education could undergo a significant transition with the use of Generative Artificial Intelligence (GAI) tools as ChatGPT, Google BARD, and Bing Chat. But this integration also presents problems for avoiding plagiarism and upholding academic integrity. Within this In this work, we explore and evaluate useful strategies for effectively utilizing GAI's potential while also guaranteeing assignment integrity. We present the PAIGE (Promoting Assignment Integrity using Generative AI in Education) conceptual framework as a viable means of addressing these issues. This concept places a focus on the moral. The inclusion of GAI, encourages student engagement, and fosters chances for collaborative learning. Institutions of higher learning can efficiently use the promise of GAI while maintaining assignment integrity by utilizing the PAIGE framework. A responsible and prosperous future in education powered by generative AI is made possible by this strategy. The research report also explores the roles that parents, legislators, and educators play in minimizing the risks and optimizing the advantages of implementing AI in the classroom. Challenges with linguistic ability, privacy, and other factors related to using AI in education. Key Words: Generative AI, analytics, learning experiences, cognitive achievement, AI in the classroom, customized feedback

Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: Evidence from Ethiopia and Peru

We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19–20 in Ethiopia and Peru, using the Young Lives data. The estimates adjust for rich sets of controls and include measurements of children's baseline abilities. For a subset of the outcomes, we exploit within-household variation. Working memory and long-term memory are consistently and positively associated with subsequent domain-specific cognitive achievement tests (measuring specifically numeracy, vocabulary and literacy achievement) in both countries, university enrolment in Peru (long-term memory) and lower secondary-school completion in Ethiopia (working memory). Inhibitory control predicts subsequent math-test scores in both countries, grade attainment (Ethiopia), and university enrolment (Peru). Value-added estimates show that these skills play roles during adolescence, with the memory-related skills predicting higher domain-specific test scores (Peru and Ethiopia) and grade attainment (Ethiopia), while inhibitory control has associations with math (both countries). These results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and elucidate how such investments impact educational achievements.

On the correlation among the students’ epistemic cognition, academic emotions, and academic achievement in higher education

Students' academic achievement relies on a variety of pedagogical, affective, and individual factors. The investigation of academic emotions and epistemic cognition has been a focal point in existing research. Previous studies have predominantly delved into the essence of students' epistemic cognition and academic emotions. Nonetheless, the correlation between the epistemic cognition, academic emotions, and academic success of Chinese undergraduate students remains inadequately explored. This research delves into the interconnectedness of these variables and examines which facets of epistemic cognition and academic emotions can forecast students' academic performance. A total of three hundred and eighty (380) Chinese undergraduate students were chosen via random sampling for this study. Their self-reported academic achievements were taken into account. Additionally, they completed questionnaires tailored to evaluate their epistemic cognition and academic emotions. The participants' scores underwent Pearson correlation and multiple regression analyses. The findings indicate that positive emotions correlate positively, while negative emotions correlate negatively with students' academic success. Furthermore, positive emotions and three categories of epistemic cognition were found to be predictors of students' academic accomplishments. In conclusion, it is deduced that both epistemic cognition and positive emotions play a role in enhancing students' academic success. The implications of these findings extend to educational psychologists, educators, and students, both theoretically and practically.

Tapping into collaborative skills and learning achievement: The effect of implementing the common knowledge construction model equipped with podcasts on chemical bonds topic

The impact of integrating the Common Knowledge Construction Model (CKCM) with Chemical Bonds-focused Podcasts on students' collaboration skills and cognitive learning achievements is investigated in this study. A quasi-experimental design was employed, with cluster random sampling to select the experimental (N=23) and control (N=30) classes from a private high school in Solo City. Descriptive and inferential analyses were conducted, employing the Mann-Whitney test for hypothesis testing. Results showed that the CKCM approach significantly enhanced collaboration skills (p < 0.001) and learning achievements (p = 0.014), indicating substantial educational benefits. In conclusion, integrating the CKCM with Chemical Bonds podcasts positively influenced students' collaboration skills and cognitive learning achievements. Moreover, this comprehensive model addressed conventional learning objectives and integrated elements of ethnoscience, providing students with a broader and more culturally contextualized understanding. The CKCM model, supplemented by podcasts, facilitated a dynamic learning environment that actively engaged students in knowledge construction. These findings advocate for integrating CKCM and podcasts into educational curricula, offering a scalable model for enhancing 21st-century skills.

PENGARUH PENDEKATAN RME DAN AQ TERHADAP KEMAMPUAN KOGNITIF MATEMATIKA SISWA KELAS VII SMP

The objective of this study is show how significant the influence of the use of RME approach and AQ to mathematics achievenment in SMP Negeri 2 Muaro Jambi. The study used exsperimental 2 × 3 factorial design and was applied to two groups of this study is the second semester student in class VII SMP N 2 Muaro Jambi 2011/2012 which consist of 6 classes. Samples are taken randomly. Class VII-A is the experimen class and class VII-B is used for controlling. After learning shows that cognitif abilities differ siqnifikan both groups and the results of learning posttest experimental class Climber category earned an average yield learning (82) for the experimental class and average class learning outcomes for the control (68.36), which means that student cognitif abilities in learning RME approach is better than the student cognitif abilities using conventional approaches. Based on these results it can be concluded that the role of AQ climbers in the learning process by using the RME approach can improve cognitive ability math students. Keyword: Realistic Mathematics Education (RME) Approach, Adversity Quotient, Students’ cognitive achievement

Prevalence and Determinants of Undernutrition in Schoolchildren in the Kilombero District, South-Eastern Tanzania.

Childhood undernutrition is a major issue in low- and middle-income countries, affecting the health, well-being, and educational outcomes of schoolchildren. This study aimed to assess the prevalence and associated factors of stunting, wasting, and underweight among schoolchildren in peri-urban areas in the south-eastern part of Tanzania. A cross-sectional study was conducted involving 930 children aged 6-12 years from four primary schools from July to August 2019. The WHO Anthro Survey Analyzer was employed to estimate the prevalence of stunting, wasting, and underweight, while logistic regression analyses examined sociodemographic background, malaria infection, anaemia, anthropometric measures, and dietary diversity score as potential factors. The prevalence of stunting, wasting, underweight, overweight, and obesity was 11.8%, 4.3%, 3.9%, 11.1%, and 2.0%, respectively. Overall, 1.5% of the children had malaria, as determined by rapid diagnostic tests, and 0.4% had severe anaemia. Univariate analysis indicated higher odds of undernutrition among children aged 9-12 compared to their younger peers. Stunting was more common among children with low and medium dietary diversity. Anaemia was found in 11.2% of schoolchildren, and severe anaemia was associated with wasting. Multivariate analysis revealed that age and low dietary diversity were significantly associated with undernutrition. These findings emphasise the need for school-based health and nutrition programmes targeting children beyond the age of 5 to improve their nutritional status and mitigate potential adverse effects on health, cognition, and academic achievement. Regular assessment of the nutritional status of schoolchildren is warranted.

Mental health and its relationship to psychological adjustment and cognitive achievement for second-year female students in rhythmic gymnastics

The research aimed to identify the level of mental health, psychological adjustment, and cognitive achievement for second-stage female students. As well as to identify the relationship of mental health with psychological adjustment and cognitive achievement in rhythmic gymnastics for second-stage female students in the College of Physical Education and Sports Sciences. The research sample consisted of (20) female students from the second stage. The study relied on a measure of mental health and psychological adjustment, as well as cognitive achievement. The data was processed statistically using th arithmetic mean and the Pearson correlation coefficient .the results showed that there is a significant correlation to mental health and psychological adjustment among the study sample. There is significant correlation in mental health and the level of cognitive achievement for female students in the second stage in rhythmic gymnastics

Korelasi Antara Waktu Belajar Daring Dengan Hasil Belajar Kognitif Bahasa Indonesia Kelas XI Siswa SMA Negeri 6 Soppeng

This study aims to determine and explain the relationship between online learning time and students' cognitive learning outcomes based on the predetermined minimum completeness criteria in class XI of SMA Negeri 6 Soppeng. This research is a type of quantitative research with correlational method. The data of this study are student learning time and cognitive learning outcomes of each student in Indonesian language subject in class XI SMA Negeri 6 Soppeng. Data collection was done by using questionnaires and documentation. Data analysis techniques were carried out by descriptive and inferential statistical analysis. The results showed that the results of cognitive achievement of the resulting significance value of 0.000, the value is less than 0.05 then the two data are correlated. While the correlation is very strong because the correlation coefficient obtained is 0.792 due to the positive correlation value, the relationship between the two variables is unidirectional. Based on the results of this study, online learning has a correlation with students' cognitive learning outcomes in Indonesian language subjects in class XI SMA Negeri 6 Soppeng.

The Influence of Problem Based Learning Models on Cognitive Learning Outcomes and Scientific Attitudes of High School Students on Thermochemical Subject

This study seeks to ascertain whether there are notable disparities in cognitive learning outcomes and scientific attitudes among high school students in both the experimental and control groups regarding thermochemical topics. Additionally, it aims to outline the cognitive learning outcomes profile in the experimental group and evaluate the scientific attitude profile of students in the same group concerning thermochemical concepts. This research is using quantitative research method. The population in this study were five high schools in Sleman Regency, Ngaglik Region. The sample used was SMA 2 Ngaglik in class XI Science. The research employed both non-test methods, such as questionnaires, and test-based approaches, using multiple-choice questions, for data collection. Non-parametric analysis was utilized for data analysis. The findings indicated that there were no significant variances in cognitive learning achievements and scientific attitudes among high school students in both the experimental and control groups regarding thermochemical topics. Moreover, the learning outcomes profile in classes implementing the Problem Based Learning model and scientific approach was rated as very good, while the scientific attitude profile in these classes was deemed adequate across all aspects

ANALISIS DAMPAK GADGET TERHADAP ASPEK PERKEMBANGAN KOGNITIF ANAK USIA DINI

The advent of the Fourth Industrial Revolution is considered a new hope in promoting human development. Advanced technology with automation is presented to facilitate activities and work in the daily lives of humans. One common technology found in this era is gadgets. The use of gadget technology in early childhood has become a controversial topic in recent decades, sparking debates about the impact of new technology on young children. This raises the question of whether the use of technology and the internet affects the cognitive development of young children. This research aims to analyze the impact of information technology, especially gadgets, on the level of cognitive development achievement in early childhood. The study employs a qualitative descriptive method with an interactive analysis model. The results of this research explain that the impact of information technology gadgets is both positive and negative, emphasizing the role of parents in guiding young children in the use of gadgets.

School Entry-Age Effect on Student’s Affective–Motivational Attitudes in German Elementary Schools

AbstractThe effect of school entry age on children’s later performance is a long-debated topic without any convergence. Besides, existing studies have mostly limited themselves to examining the impact of entry age on children’s cognitive achievements. In Germany, where different entry-age regulations exist across federal states and academic tracking takes place very early, it is crucial to investigate whether these differential school entry ages affect children’s outcomes. This study, based on the longitudinal data available from the National Educational Panel Study, investigates the possible entry-age effect on children’s willingness to make an effort and their school enjoyment in the German elementary school context. The study found a positive entry-age effect only for willingness to make an effort but not for school enjoyment, and the existing entry-age effect decreases over time. Therefore, empirical evidence confirms that, in Germany, the entry-age effect persists in the short run and some child outcomes seem more sensitive to entry age than others. These are important findings in the German context where students’ academic tracking starts from lower secondary schooling and entry-age effects may significantly influence it.

بناء برنامج تعليمي قائم على تطبيقات الذكاء الاصطناعي وقياس فاعليته في تنمية المفاهيم الجغرافية الحديثة لدى الطلاب الموهوبين بالمرحلة الثانوية في المملكة العربية السعودية

هدفت الدراسة الحالية إلى بناء برنامج تعليمي مقترح قائم على تطبيقات الذكاء الاصطناعي، وقياس فاعليته في تنمية المفاهيم الجغرافية الحديثة لدى الطلاب الموهوبين بالمرحلة الثانوية في المملكة العربية السعودية. ولتحقيق ذلك، اختيرت عينة عشوائية متيسرة بلغت (37) طالبًا من مجتمع الدراسة، وقد وقع الاختيار على إحدى المدارس الثانوية – نظام المقررات – في مدينة الطائف عشوائيًا، وعلى خمسة طلاب من مجموعة الدراسة لإجراء دراسة الحالة، بعد الحصول على موافقتهم للمشاركة. واتبعت الدراسة منهجية التثليث، التي تضمنت ثلاث مناهج بحثية، وهي: المنهج الوصفي الوثائقي لبناء البرنامج التعليمي المقترح، والمنهج شبه التجريبي– ذو تصميم المجموعة الواحدة لقياس فاعلية البرنامج التعليمي المقترح، ومنهج دراسة الحالة لإثراء الدراسة بالبيانات النوعية التي تدعم تفسير النتائج الكمية. وجمعت بيانات الدراسة الكمية باستخدام اختبار التحصيل المعرفي للمفاهيم الجغرافية الحديثة، أيضًا استخدمت لجمع البيانات النوعية أسئلة المقابلة شبه المقننة. وحُللت البيانات الكمية بالأساليب الإحصائية الوصفية والاستدلالية المناسبة باستخدام برنامج (SPSS)، ورُتبت البيانات النوعية وصُنفت لدراسة الحالة، وعُرضت نتائجها بالطريقة المستندة إلى الطريقة المجذرة لتحليل البيانات النوعية. وكشفت نتائج الدراسة في جانبها الكمي عن وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.01 ≥ α)، بين متوسطي درجات مجموعة الدراسة في التطبيقين القبلي والبعدي للمتغير المعتمد في اختبار التحصيل المعرفي للمفاهيم الجغرافية الحديثة، لصالح التطبيق البعدي. كشفت النتائج أيضًا عن تأثير كبير(مرتفع) للبرنامج التعليمي المقترح؛ فقد بلغ معامل التأثير (7.28)، ووصلت نسبة معامل بلاك للكسب المعدل للمتغير المعتمد إلى (1.27)، مما يدل على فاعلية عالية للمتغير المعتمد على البرنامج التعليمي. كما أكدت النتائج النوعية على الدور الرائد للبرنامج التعليمي في تزويد الطلاب الموهوبين بالمفاهيم الجغرافية الحديثة؛ لارتباطها بواقعهم الحالي. وبناءً على نتائج الدراسة؛ قُدمت مجموعة من التوصيات والمقترحات ذات الصلة.