Cognitive Level Of Students Research Articles

DEVELOPMENT OF CLASS-BASED COGNITIVE ASSESSMENT INSTRUMENT ACCORDING TO CURRICULUM 2013 ON TECHNICAL DRAWING SUBJECTS IN VOCATIONAL SCHOOL

The 2013 curriculum uses a classroom-based assessment. The curriculum contains various supporters, one of which is an assessment. Assessment by teachers is used to measure the achievement of learning objectives. But in the real world, a teacher has difficulty in developing assessment planning, assessment implementation, and processing of assessment result, and teacher has not analyzed comprehensively about validity and reliability in question, and analysis of evaluation instrument conducted by the teacher is only limited to analyze difficulty level. Thus, the problem that is made to know the cognitive level of students has not known the quality. The objectives of this study were (1) to know the reliability of cognitive assessment instruments developed, (2) to know the level of difficulty, (3) to know the differentiating power, and (4) to know the effectiveness of the cultivators. The method used in this research is research and development (R & D) developed by Borg & Gall. Data analysis technique that is done is instrument validation test with construct validity through judgment expert, reliability test using ITEMAN with formula CR-20. This study resulted in (1) the reliability of the question items of 0.740, (2) the degree of difficulty there are three levels, namely difficult 23%, medium 70%, and easy 7%, (3) distinguishing power on the grain matter analysis resulted in 20%, 7% of the questions are sufficient, 60% is good, and 13% are very good, and (4) the effectiveness of the deception is 82% working and 18% not working.

Developing Environmental Education Model Based on Local Wisdom

This article discusses the development of environmental education model based on local wisdom. The study is motivated by the existing conditions in secondary schools, where environmental education merely focuses on students’ cognitive level and does not touch affective and psychomotor aspects. Students only understand the concept of climate changes, but they do not change their daily behavior in solving it. This study was conducted using mixed approach to analyze the need. It was continued with the development of educational models. This model tried to integrate the environmental education with the existing subjects at school. Therefore, the result can be applied in accordance with the local content. Several experts have reviewed the model and it is further tested in schools to be the pilot project.

Impacts of Food Intake Pattern on Education Performance of University Students

The present study was conducted to find out the food intake patterns on the academic performance of university students. The major objectives of the study were to find out the food intake patterns of students and its impacts on their academic performance. The nature of the study was quantitative in nature and Population was the students of university of Sargodha both male and female. A sample of 240 respondents was taken from 16 departments of 7 faculties through simple random sampling, while 15 students were taken from each department conveniently. Data was collected through self administrative structural questionnaire. The conclusion is most of the students skip their breakfast mostly and consumed less fruits, fish, lettuce and soup. It is found that there is highly association between food intake and education performance the students who consumed less food feel laziness and inactive during study they can't focus on the study. A majority of the respondents don't take breakfast often while most of the students missed one time meal often that becomes the cause of brain damage and makes the student cognitive level low. That becomes the cause of obtained low grades in education.

Impact of Breakfast Habits on Education Performance of University Students (A Study Conducted on University of Sargodha, Pakistan)

The present study was conducted to find out the breakfast habits on the academic performance of university students. The major objectives of the study were to find out the breakfast habits of students and their academic performance. The nature of the study was quantitative and Population was the students of university of Sargodha both male and female. Malty stage sampling technique was used for the collection of data. A sample of 240 respondents was taken from 16 departments of 7 faculties, while 15 students were taken from each department. Data were collected through simple random and convenient sampling; in this research 16 departments were selected through lottery/fishbowl method to collect the data. The study found that most of the students skip their breakfast mostly and consumed less fruits, fish, lettuce, and soup. It is found that there is highly association between breakfast habits and education performance the students who consumed less food feel laziness and inactive during study they can’t focus on the study. A vast majority of the respondents i.e.47% don’t take breakfast often while most of the students missed one time meal often that become the cause of brain damage and makes the student cognitive level low. That becomes the cause of obtained low grades in education.

Development Process of a Method, Material and Evaluation for Professional Qualification of Employees with Disabilities

This paper presents a case study regarding the professional qualification training for a group of disabled employees newly hired by a company that manufactures automotive parts. These employees receive exclusive training to work on the companys plant floor. This research was limited to PCP (Planning and Production Control) classes, where was used the courseware, teaching methodology and student-employee assessment outlined in the structure of Product Development Process oriented for Assistive Technology. The main challenge was planning the training for a group of students that present physical, mental, visual or hearing disabilities. The research objective is to present the research conducted in the class and the possibility of development of teaching methods and materials that reach the cognition level of students with disabilities in the PCP subject, making them aware of the necessity of teamwork and consequently enabling them to perform their function as well as raise awareness for searching improvements in the work environment and alternatives communication with their coworkers. At the end, it is discussed the results presenting the strengths and difficulties found during the research in the professional qualification training classes.

Investigation on entrepreneurial cognitive level of students in Southern Medical University and entrepreneurship education

Objective To explore influencing factors of the individual entrepreneurship from as- pects of entrepreneurial intention, entrepreneurial cognition and entrepreneurship education. Methods Questionnaire of entrepreneurial cognition was conducted for 1860 students in Southern Medical Universi- ty. SPSS was used to analyze the data. Results （1）Entrepreneurship intention among university students were strong. （2）There was a lack of awareness of college students entrepreneurship policy among college students. （3）Students never receiving entrepreneurship education accounted for 65%, but 89% students held that entrepreneurial education courses was necessary. Conclusions Due to arduous professional tasks, medical students have compelling and demanding need for personalized entreprenenrship educa- tion. Initiative participation of library in integrating of entrepreneurship education information by using advantageous resources plays a important role in entrepreneurship education. Key words: Medical colleges and universities; Entrepreneurship education

Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.

Automated Analysis of Exam Questions According to Bloom's Taxonomy

Bloom's Taxonomy is a classification of learning objectives within education that educators set for students. The cognitive domain within this taxonomy is designed to verify a student's cognitive level during a written examination. Educators may sometimes face the challenge in analysing whether their examination questions comply within the requirements of the Bloom's taxonomy at different cognitive levels. This paper proposes an automated analysis of the exam questions to determine the appropriate category based on this taxonomy. This rule-based approach applies Natural Language Processing (NLP) techniques to identify important keywords and verbs, which may assist in the identification of the category of a question. This work focuses on the computer programming subject domain. At present, a set of 100 questions (70 training set and 30 test set) is used in the research. Preliminary results indicate that the rules may successfully assist in the identification of the Bloom's taxonomy category correctly in the exam questions.

대학교 일반화학과 고등학교 화학 I, 화학 II 교과의 연계성 및 일반화학에 대한 대학생들의 인식조사

The chemistry has the academic system in which a concept is jointly developed into the single strain, so the contents of the chemistry I II of the high school are very important in the connection of the general chemistry in the university. At this moment, it is possible for high school graduates to be accepted into science or engineering majors without taking the chemistry II. These the highest intensive election subject cause problems of differences in level of understanding and difficult of quality educations. In this study, we have analyzed similarity between the contents of the chemistry I II and the general chemistry. We also analyzed the cognition level of students without taking the chemistry II in understanding the general chemistry level classes. We found that the high school level chemistry I and II introduced about 27% and 62% of the essential concepts required for the general chemistry, respectively. In a case of M university in Chonnam, about 70% of students in the general chemistry classes have no exposure to the chemistry II in their high schools, causing difficulty of understanding new subjects due to their insufficient concepts for classes. The lack of knowledge caused lowering of learning achievement and decrease of interests in chemistry.

Status survey of nursing students' cognition level of transcultural nursing

Objective To explore the nursing students'cognition level of transcultural nursing and its influencing factors based on which the basis and proposals for the courses.Methods The questionnaire was revised based on the questionnaire of investigating nurses serving international patients (including five dimensions) .207 nursing students were enrolled in the present study from 6 schools.The data were statistically analyzed.Results The total score of transcultural nursing was ( 179.17 ± 15.552), with the scores of theory being the loweat (26.11 ±7.893) .There were significant differences of the scores among students who spent different studying hours in the following 3aspects: total, theory and privacy protecting (P ＜0.01, P ＜0.01, P ＜0.05) .And the level of their scores was positively correlated with the studying hours in the following 3 aspects: total, theory and language (P ＜0.01, P ＜0.01, P ＜0.05) .There were significant differences of the scores between students from comprehensive colleges and from specialized colleges in the following 3 aspects: theory, religion and privacy protecting (P ＜0.01, P ＜0.01, P ＜0.05) .Scores of students with college degree-were significantly higher than those with university degree in the following 3 aspects: total, theory and language ( P ＜ 0.05, P ＜ 0.01, P ＜ 0.01 ) .There were significant differences of scores between students of different English levels (P ＜0.01, P ＜0.05) .The theory scores of those who had learnt transcultural nursing were significantly higher than those who hadn l (P ＜ 0.01 ) .Scores of students from top first-class hospitals were significantly higher than those from secondary hospitals in the following 3 aspects: theory, religion and diet ( P ＜ 0.01, P ＜ 0.01, P ＜ 0.05 ) .Concluslons The cognitive level of students'transcultural nursing needs to be improved urgently and related measures should be adopted to fill the gap of transcultural nursing. Key words: Nursing students; Transcultural nursing; Cognition; Analyze

STUDENTS’ PREDICTIVE QUESTIONS AND TEACHERS’ PREQUESTIONS ABOUT EXPOSITORY TEXT IN GRADES K‐5

Abstract This study was conducted to determine the cognitive levels of students’ predictive questions and teachers’ prequestions about expository text in kindergarten through fifth grade. Questions about a common expository selection were collected from 12 teachers and 60 students in a southwestern Wyoming community. The questions were then analyzed and categorized using Herber's Levels of Comprehension (1978) by a panel of three teachers. The findings indicate that students ask more interpretive predictive questions than literal or applied predictive questions. Their teachers ask more literal‐level prequestions than interpretive or applied prequestions about the same expository selection.

Policy and practice in Tanzanian secondary education since 1967

The Education for Self-Reliance policy inspired by Nyerere's socialist project is evaluated in terms of achieving its stated goals of combatting elitism and class formation, favouring rural development and equitable regional resource allocation, and putting national manpower needs before social demand for education. Policy initiatives furthering these objectives are examined, including sectoral resource allocation, selection procedures, curriculum innovations, the vocationalisation of secondary schooling and attempts at manpower planning. The author concludes that, not only are the stated objectives of the policy not being achieved, but also the quality of secondary schooling and the cognitive levels of students have fallen disastrously. Current policy changes heralding the end of ESR are to be welcomed.

Cognitive Levels Matching

Abstract Cognitive levels matching refers to a teacher's ability to use formal and informal means of assessing the cognitive levels of students and to adapt instruction according to student needs. This ability is contingent upon the teacher acquiring a “developmental perspective.” The methods for acquiring this perspective suggest a fundamental change in the way the teacher thinks about instruction. The renewed emphasis on cognitive levels matching is the result of current interest in neurobiological research, particularly that of Epstein. Although cognitive levels matching (CLM) cannot directly test his hypotheses, the emphasis of CLM has become an emphasis on strategies to assist teachers to teach from a developmental point-of-view. Four informal strategies are described which can assist teachers to teach “from the child's point-of-view and thus to begin the process of matching.”

Analyzing the textbook to improve student reading and learning

Abstract The textbook is the mainstay of the public school curriculum. This article presents five critical areas of analysis for effectively evaluating a textbook. Included are traditional criteria such as readability factors, use of concepts and illustrations. Special attention is also given to newer evaluation criteria such as matching the cognitive level of students with the cognitive level of the materials used in the text. The article provides the reader with the key questions needed to determine whether or not a textbook can be used effectively in the classroom.

The Correspondence between Teacher Questions and Student Answers in Classroom Discourse

The cognitive thought processes involved in students’ answers to different kinds of teachers’ questions were investigated using data obtained from a previous study. The dimensions examined were (a) the degree of correspondence between the cognitive level of teachers’ questions and the cognitive level of students’ answers, and (b) the relation of that correspondence to the type of cognitive coding system used, grade level, and clarity of the questions and answers. It was found that the chances are about even that there will be a correspondence between the cognitive level of the question asked and the cognitive level of the response that was elicited. The coding system used, grade level of the students, and clarity of the questions each moderated this effect.