在社会心理学习环境中寻求认知能力的高阶构建

N. Jamaluddin, R. Yusof, Noor Lela Ahmad, S. Kadir, A. Abdullah, Siti Noormi Alias
{"title":"在社会心理学习环境中寻求认知能力的高阶构建","authors":"N. Jamaluddin, R. Yusof, Noor Lela Ahmad, S. Kadir, A. Abdullah, Siti Noormi Alias","doi":"10.11591/ijere.v13i3.27203","DOIUrl":null,"url":null,"abstract":"In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"53 2","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Seeking higher order construction of cognitive abilities in a psychosocial learning environment\",\"authors\":\"N. Jamaluddin, R. Yusof, Noor Lela Ahmad, S. Kadir, A. Abdullah, Siti Noormi Alias\",\"doi\":\"10.11591/ijere.v13i3.27203\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.\",\"PeriodicalId\":517136,\"journal\":{\"name\":\"International Journal of Evaluation and Research in Education (IJERE)\",\"volume\":\"53 2\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Evaluation and Research in Education (IJERE)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.11591/ijere.v13i3.27203\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Evaluation and Research in Education (IJERE)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11591/ijere.v13i3.27203","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

在本研究中,我们创建了一个由五种互动方式组成的社会心理学习环境,即:学生合作、特定学习目标和课程连贯性、学习设施、自主学习和建构主义教学。本研究旨在确定这五种接触模式在多大程度上提高了学生在高阶认知能力方面的学习成果。这项定量研究涉及马来西亚的中四会计专业学生(N=352),他们填写了一份自填问卷,其中包括高阶认知能力(HOCA)测试、学生感知学习环境的工具以及特定区域的人口统计学数据。结果显示,学生感知学习环境(ISPLE)五项清单中有两项得分较高。具体的学习目标和课程连贯性是最重要的预测因素,与高阶认知能力密切相关。甚至社会心理学习环境的组成部分也会影响大多数学科的 HOCA。不过,研究人员获得了新的发现,解释了评估或鼓励会计科目中的高阶认知能力需要研究的其他因素。因此,研究人员建议进一步研究通过模块使用自学方法来评估和促进会计学科的 HOCA。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Seeking higher order construction of cognitive abilities in a psychosocial learning environment
In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
Developing technological pedagogical content knowledge skills during teaching practicum English as a foreign language lecturers’ language power bases in the high context culture of Toraja Early childhood education pre-service teachers’ perception of outdoor learning A systematic literature review: how do we support students to become numerate? Differentiated instruction in reading in elementary schools: a systematic review
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1