Influence Of Learning Approach Research Articles

The Influence of The Environmental Approach on Five-Grade Students’ Critical Thinking Ability

This study focuses on the influence of learning approaches on students' critical thinking skills, the lack of teacher diversity in teaching, and the utilization of learning media sources. After applying the environmental approach, the purpose was to determine the effect of critical thinking skills and minimum completeness criteria (KKM). The research design is Quasi-Experimental Design (Time Series Design). The research sample was 20 fifth-grade students at SDN Gondo 01. The pretest and posttest normality tests were normally distributed. Output SPSS pretest column sig. has a value of 0.200 > (0.05) means that the data is normally distributed. The posttest results of the SPSS output are in the sig column. The value 0.155 > (0.05) means the data is normally distributed. The paired sample t-test hypothesis test obtained sig. (2-heads) 0.000. If sig. (2-tailed) 0.000 < (0.05), then Ha is accepted, meaning that there is an influence of the environmental approach on students' critical thinking skills. The results of hypothesis testing two t-tests for one Sample obtained the results of Tcount (0.20) and Ttable (2.09). If Tcount > - Ttable, then Ho is accepted, which means that the student has fulfilled the KKM, which is 70.
 Key words: Environmental Approach, Critical Thinking, Science Learning.

ANALYSIS ON THINKING SKILL: COGNITIVE LOAD MANAGEMENT IN CONNECTED INTEGRATED LEARNING

Connecting related concepts can enable learners to obtain holistic knowledge but designing integrated learning must consider high element interactivity between concepts, so that learning would not result in excessive cognitive load, which will instead hinder learning. The promising benefit of learning plant anatomy and physiology in connected integrated learning was analyzed by assessing preservice biology teachers’ identification and information analysis skills. The influence of learning approach on their cognitive load was also analyzed. Results suggested the advantage of learning in an integrated way, in which cognitive load can be managed by considering the correlation between cognitive load elements.

Enfoques de aprendizaje, autorregulación y autoeficacia y su influencia en el rendimiento académico en estudiantes universitarios de Psicología

Se analiza la influencia de los enfoques de aprendizaje, los estilos de autorregulación que considera el estudiante en su tarea académica (autorregulación antes, durante y después de la tarea) y la autoeficacia académica percibida de estudiantes universitarios en su rendimiento académico. Se dispone para ello de 136 participantes de 2º curso del Grado en Psicología. Los resultados muestran que los estudiantes con un buen rendimiento previo, mayor autoeficacia y autorregulación explican mejor el éxito académico. De los enfoques de aprendizaje cabe destacar que, como en otras investigaciones, el más relacionado con el rendimiento académico es el enfoque estratégico. Sin embargo, los estudiantes de menor éxito parecen contradecir los resultados de otras investigaciones predominando en ellos un enfoque profundo. Junto a estos resultados también se muestran relaciones significativas entre enfoque estratégico, autoeficacia y autorregulación, pero no con el enfoque profundo. Se discute la relación bidireccional de estas variables con el rendimiento académico y entre sí, particularmente en lo que se refiere a los enfoques estratégicos y la autorregulación, incluido aquí el factor de metacognición declarativa de autoeficacia y su influencia como expectativa de rendimiento académico.

THE INFLUENCE OF LEARNING APPROACH AND EYE-HAND COORDINATION AGAINST THE RESULTS OF A FREE THROW IN BASKETBALL GAMES

The purposes of this recearch were to examine the influence of direct and indirect learning approaches on free throw result in basketball, the difference of free throw result played by students with good and poor hand-eye coordinations, and the interaction influence of learning approach and hand-eye coordination on the result. This research applied experimental method with 2x2 factorial design. The population within this study was male students in 5th semester of the major program. Purposive Random Sampling was used as the sampling technique. 40 students were taken as the samples, in which students with good and poor hand-eye coordinations were equal. The analytical technique of this study belonged to ANOVA to use SPSS 22 and 5% significancy. Study result showed the difference of significant influence between direct and indirect learning approaches on free throw result, for p-value = 0,045, smaller than 0,05; the difference of increase in the result from students with good and poor hand-eye coordinations, for p-value = 0,035, smaller than 0,05; and the interaction of learning approach and hand-eye coordination on the result, for p-value = 0, 012, smaller than 0,05.It is concluded that there were differences of the significant influence between the learning approaches on free throw result, the free throw result from students with good and poor hand-eye coordinations, and there was an interaction influence of learning approaches and hand-eye coordination on the free throw result.

Educational Platforms and Learning Approaches in University Education

This study was conducted at the Superior Technical School of Construction Engineering of Seville (Spain) with students registered in the Materials I course who received academic training using blended learning methodology. Technical degree programs are characterized by a high dropout rate and academic underachievement. For that reason, the study aimed to assess the dominant learning approaches among these students, the relationship between leaning approaches and academic achievement, the relationship between learning approaches and the extent of WebCT platform use, and the influence of learning approaches on the students´ assessment of the platform. To identify students´ learning approaches, the R-SPQ-2F questionnaire developed by Biggs, Kember, and Leung (2001) was used. The students assessed the WebCT platform using an ad hoc PSEW questionnaire. The study was descriptive and used a correlational design. The study was conducted retroactively and measured variables that were not experimentally manipulated. The results indicate that the majority of the students have a low-intensity deep approach. The deep approach was more common among the female students than the male students, and the female students obtained higher scores on the deep motivation and deep strategy subscales. The dominant learning approach had no influence on academic achievement, but the dominant learning approach did influence the extent of WebCT platform use, as well as the students’ assessments of the platform.

Informal Workplace Learning in Austrian Banks: The Influence of Learning Approach, Leadership Style, and Organizational Learning Culture on Managers' Learning Outcomes

AbstractInformal workplace learning takes an increasingly focal role in human resource development (HRD) practice and research, as it contributes to or ganizations' adaptability and competitiveness. However, little is known about how individual managers' approaches to learning and contextual influences such as leadership and organizational learning culture influence learning outcomes. This study narrows these gaps by examining the relationship between learning approaches, experienced leadership style, organizational learning culture, and learning outcomes among 143 Austrian bank managers in a cross‐sectional, quantitative questionnaire study. Results show that the choice of learning approach significantly affects several conceptualizations of learning outcome. Moreover, we have found that learning approaches partially mediate the effects of experienced leadership style on learning outcomes. Also, organizational learning culture moderates the effects of leadership style and learning approaches. These findings call for further research of the process and outcome of informal workplace learning and imply a need for greater awareness of both individuals' learning approaches and contextual influences of the learning process in practice.

Teacher and Student-Focused Approaches: Influence of Learning Approach and Self-Efficacy in a Psychology Postgraduate Sample

The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology ( N = 113) completed a questionnaire measuring their use of a teacher- or student-focused approach, deep and surface approaches to learning and teaching, and research self-efficacy. Standard multiple regressions revealed that the manner in which postgraduate students approached their own studies (i.e., deep or surface learning approach) predicted the use of a teacher- or student-focused approach in their teaching practice. Specifically, postgraduates adopting a deep approach to their own learning were more likely to adopt a teaching-focused approach to their teaching practice. Those adopting a surface approach to their own studies were most likely to adopt a student-focused approach. Furthermore, postgraduates with a high level of teaching self-efficacy were more likely to adopt a student-focused approach to teaching practice. Additionally, postgraduates who had received formal teaching training scored higher on teacher self-efficacy than those who had not received such training. Taken together, the findings suggest the key role of formal training in enhancing self-efficacy in teaching, and demonstrate an association between the learning styles adopted by postgraduate teachers and their approach to teaching.