Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

Ahmed, Ambreen; Ahmad, Nawaz

doi:10.22555/joeed.v4i1.982

Cited by 18 publications

(18 citation statements)

References 7 publications

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“…High and low successful student both favor deep learning approach (Ahmed & Ahmad, 2017). Students with high achievement showed high feeling of academic self -efficacy (Lavadores, Escobeda, & Sosa, 2017).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Parental Motivation and Achievement

Moneva¹,

Japos²,

Ohayas³

2020

IJSSR

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The motivation that parents provide to their students can have a significant impact on achievements in school. The study intends to assess the level of parental motivation and achievers of junior high and senior high. Parental motivation is given by the parents towards their students to make them work harder or being determine their studies that leads them to have better achievements in school. The checklist is made up of two parts, parental motivation and the level of achievement. The research was a quantitative correlation design. The respondents are the achievers from junior high and senior high and consist of overall respondents of 145 respondents. To treat the data, the researcher used a statistical test the weighted mean, chi – square to determine the relationship of the two variables. The study revealed that parents do not always provided a motivation to their students most of the parents sometimes give a motivation to their student. However, the achievements of students are still in high level. The achievements of students do not always depend on their parents’ motivation yet their achievement is based on their personality of being determined and consistent in their studies. Not all the time that the motivation of parents can enhance the educational achievements of students.

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Section: Review Of Related Literaturementioning

confidence: 99%

Parental Motivation and Achievement

Moneva¹,

Japos²,

Ohayas³

2020

IJSSR

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“…Another important point to note in terms of gender differences is the use of a surface approach, better known as rote learning, especially among girls. Ambreen and Nawaz (2017) subsequently criticized Western education that has a negative opinion of rote learning. They commented on the essentials of rote learning in Eastern society, and that as such, skills support deeper understanding and critical thinking.…”

Section: Discussionmentioning

confidence: 99%

“…Reviewing the role of learning approaches in explaining gender differences, it was found that the girls outperformed boys in terms of the surface approach to learning (Byrne et al, 2002;Hassal & Joyce, 2001) despite Koh and Koh's (1999) study that claimed that the boys in their study utilized the surface approach more than girls. A recent comparative study conducted in two Pakistani universities by Ambreen and Nawaz (2017) showed that there were no differences in the learning approaches of boys and girls while Ahmed, Ahmed, Waheed, Shoaib and Khan (2014) and Lie and Angelique (2007) contended that the boys used more deep approaches. A meta-analysis by Severians and Dam (1994) on 26 studies focused on learning approaches concluded that girls learn for the sake of learning while boys prefer abstraction and conceptualization.…”

Section: Gender Differences In Generic Skills and Learning Approachesmentioning

confidence: 99%

Measuring Student Learning Approaches and Generic Skills: A Multi-Group Analysis of Gender Differences

Sahil

Hassan

Ismail³

2020

IJHSS

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The present study sought to measure student learning approaches and generic skills and to determine the influence of learning approaches on the undergraduates’ generic skills. By utilizing structural equation modeling (SEM), the study aimed to identify if there are any gender differences in the relations. The study adapted the Revised Approaches to Studying (RASI) (Duff, 1997) in order to measure the learning approaches and the Course Experience Questionnaire (CEQ) (Wilson & Lizzio, 1997) to tap into the students’ generic skills. A total of 233 undergraduates from various religious studies disciplines took part in the survey. The study utilized purposive sampling in the data collection in which only final year students were sampled. Using multi-group analysis via SEM, the data showed that the models for boys and girls differed in which the girls’ surface approach negatively influenced their generic skills. Unlike the girls, the boys’ strategic and surface approaches are related to generic skills, each having a positive and negative relationship respectively. Interestingly, the boys’ model also accounted for a higher explained variance (47%) compared to that of the girls’ (23%). A model of the relationship between the learning approaches and generic skills used was subsequently proposed. The study uncovered how the boys’ and girls’ learning approaches may influence the teaching and learning in the classroom and on students’ generic skills, subsequently graduate employability. A number of suggestions have been forwarded so as to escalate the use of generics skills among the students of various religious studies disciplines and those of girls in particular.

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“…Science programs ought to have a structure that encourages and guides future teachers to feel responsible for educating themselves, participating actively in the learning process, and transforming their findings into results. A good approach to learning inculcated in trainees represents an important factor that contributes to achieving the stated goals of science education (MoNE, 2018; Ahmed and Ahmad, 2017) [47,52]. According to Asubel (1963) [53], a learning approach is described as (1) meaningful and (2) via rotelearning.…”

Section: Science Process Skills and Meaningful Learningmentioning

confidence: 99%

Factors Related to Cognitive Reasoning of Pre-Service Teachers’ Science Process Skills: Role of Experiments at Home on Meaningful Learning

2022

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This study aims to ascertain the level of science process skills (SPSs) among pre-service science teachers and to describe how these skills are reflected in their learning approach during the knowledge acquisition process. Additionally, we intend to explore those factors (i.e., those related to cognitive reasoning) that are utilized by pre-service teachers during science experiments conducted at home, in terms of the attainment of SPSs. The course documents of 36 pre-service science teachers were used to help further our understanding of the nature of learning about science through active participation in the inquiry process. Data collection procedures were conducted during a Laboratory Application Course; the participating students were required to undergo the Science Process Skills Test, completed to ascertain their pre-existing skills, as well as a project report investigating the factors affecting plant growth to ascertain levels of SPSs. These data were analyzed using a document analysis method. Data from a Science Process Skills Test were analyzed using the SPSS 20.0 program, along with the descriptive statistics. The findings indicate that the skills that achieved the highest averages included the formulation of preparation predations, as well as experimentation, while the lowest point averages went to the subcategories of proof through experience and communication. Upon an examination of the project reports, several pre-service teachers soon realized they had made certain errors during the design phase of the experiment, and returned to the initial stage. Still others made errors in the descriptions of variables, findings, and inferences, with the smallest minority committing errors in terms of observation. Students who possessed a meaningful learning approach were deemed as having internalized and recalled concepts in a meaningful way.

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Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

Cited by 18 publications

References 7 publications

Parental Motivation and Achievement

Parental Motivation and Achievement

Measuring Student Learning Approaches and Generic Skills: A Multi-Group Analysis of Gender Differences

Factors Related to Cognitive Reasoning of Pre-Service Teachers’ Science Process Skills: Role of Experiments at Home on Meaningful Learning

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