Encouraging students' metacognitive skills through inquiry learning

This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. The problem addressed here is the need to change traditional didactic teaching in higher education programs toward more meaningful learning-oriented approaches. It begins under the assumption that meaningful learning is created if students are given freedom and confidence, they can find their own answers and developing their knowledge, both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements and the didactic strategies used. The result of the analysis shows the need to move from traditional didact teaching in higher education programs toward more meaningful learning-oriented strategies. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place, obtains better results in the training of professionals. It is recommended that teaching in higher education should abandon traditional didactics and embrace more meaningful oriented teaching strategies.

Section: Conceptualizationmentioning

confidence: 99%

Strategies for meaningful learning in higher education

Vargas-Hernández¹,

Vargas-González

2022

“…Cohesiveness not only improves the output and motivation of the group's members, but it also extends the life of the group. Group members who are able to understand and accept each other are more likely to save their group than those who do not (Alikhani & Bagheridoust, 2017;Pambudi et al, 2022;Rumalolas et al, 2021;Winnie, 2020). Each member of the group benefits from a feeling of belonging to a coherent group, as was previously stated.…”

Section: Introductionmentioning

confidence: 99%

Implications of cognitive abilities in students’ performance in physics using group dynamics and visual-clue strategies

Achor

Ngbea

2022

The study examined the implications of cognitive abilities of students on their academic performance when taught Physics using group dynamics and visual clue strategies. The quasi-experimental research design was adopted. The study population was 1,920 SSII students from 48 Secondary Schools in Makurdi metropolis from where the sample of 157 was drawn. The instruments: Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for data collection. Hypotheses were tested at 0.05 level using Analysis of Covariance (ANCOVA). There was significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and demonstration method; there was significant difference among the mean abilities of students when group dynamics strategy was used and also when visual clue strategy was used in teaching Physics; there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. The study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was significant, the use of both strategies could be useful in fostering the academic performance of students of high ability groups while use with low and moderate ability groups should be with caution

“…Learning is no longer just a process of transferring knowledge or learning materials to students (Achor & Ngbea, 2022;Nusantari et al, 2021;Obielodan et al, 2021;Rumalolas et al, 2021). Learning has a wider place, and it must be a vehicle for the holistic development of students' potential through the active role of students toward better change (Mbaubedari et al, 2022;Pambudi et al, 2022;Soltura, 2022;Vargas-Hernández & Vargas-González, 2022;Zannah et al, 2022). In this situation, teachers' constructive efforts are urgently needed in developing students' emotional dimensions so that students are increasingly able to face various problems (Ahmed et al, 2019;Fiori & Vesely-Maillefer, 2018;Mishra, 2012), enthusiastic (Lutfiah, 2021;Saptono, 2016;Yulika, 2019), diligent (Anita et al, 2020;Katodhia & C. Sinambela, 2020), responsible (Arikan, 2020;Tarigan et al, 2020), able to establish healthy communication with other individuals or groups (Cherry et al, 2013;Hassan et al, 2014;Hendon et al, 2017), these are the emotional roots that form the basis for achieving the desired success (Moser, 2017;Nauli Thaib, 2013).…”

Section: Introductionmentioning

confidence: 99%

The effect of emotional intelligence on the learning achievement of physics high school students

Tepi¹,

Daud²,

Nasar³

et al. 2022

This study aims to assess the impact of emotional intelligence on students' physics learning achievement. Eighty-three students were taken randomly to measure their emotional intelligence. A questionnaire that measured emotional intelligence and learning achievement was obtained through school documentation. The data were analyzed using simple regression. The findings show that empathy is the aspect of emotional intelligence that gets the highest score. The regression results show Fcount (25.87) > Ftable (3.96). The findings of this research reveal that there is an influence of emotional intelligence on students' physics learning achievement. Emotional intelligence is a factor in a student's ability to learn and succeed in physics.