The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

Fitriani, Siti Sarah; Yusuf, Yunisrina Qismullah; Zumara, Ayu

doi:10.17263/jlls.903359

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…In terms of age, 26.75 are 17-20 years old, 26.7% are 14-16 years old; and 46.7% are 20 and above years old. Table 2 shows real life events properly (Ennis, 2017;Fitriani et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Substance Abuse Effect On Cognitive Ability Of Selected Youngsters Studying In Gwadabawa, Sokoto State, Nigeria

Tambari,

Aliyu,

Sulaiman

2023

ALSYSTECH. J. of. Educ. Technol.

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Substance abuse is among the major issues affecting schools and education in Nigeria. Many substances affect the mind and whole body of youngsters negatively leading to hospitalizations, school drop-outs, absenteeism and other effects that affect education at whole. The objective of this study was to assess the effect of substance abuse on cognitive potential of some schooling youngsters in Gwadabawa, Sokoto State Nigeria. 15 young people that abuse substances and are attending schools, and 15 normal people in Gwadabawa, Sokoto state, Nigeria were recruited in this work and were assessed with Montreal cognitive Assessment standard methods to evaluate the cognitive domain of the participants. The result reveals substance abusers scored 357 ± 7.0, while 396.0 ± 10.0 was scored by non-substance abusers; indicating that substance abusers show comparatively lower cognitive ability compared to the control youngsters enrolled in this work. The results indicate that the substances been abused by the young people reduce their cognitive ability (a prelude of cognitive domain of the participants of the study) and in turn could inflict their academic performances as well. Thus, it is pertinent to help young ones shun substances through awareness creation, counselling, strict laws, drug education and relations.

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“…In terms of age, 26.75 are 17-20 years old, 26.7% are 14-16 years old; and 46.7% are 20 and above years old. Table 2 shows real life events properly (Ennis, 2017;Fitriani et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Substance Abuse Effect On Cognitive Ability Of Selected Youngsters Studying In Gwadabawa, Sokoto State, Nigeria

Tambari,

Aliyu,

Sulaiman

2023

ALSYSTECH. J. of. Educ. Technol.

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“…According to Wirayanti (2020), reading Learning domains affecting the reading comprehension of grade 10 students in Magsaysay, Occidental Mindoro International Journal of Research Studies in Management 9 comprehension is a complex interaction between automatic and strategic cognitive processes that enables the reader to create a mental representation of a text. While the cognitive domain was used as the foundation for creating teaching-learning activities in the classroom, as stated by Collins (2014), its emphasis on cognitive objectives has been proven to help teachers create meaningful learning events and worthwhile learning outcomes as disclosed by Fitriani et al (2021). There is a need for students to determine the meaning of information from various sources like instructional messages in oral, written, and graphic communication to master this cognitive level.…”

Section: Figure 1 Final Thematic Mapmentioning

confidence: 99%

Learning domains affecting the reading comprehension of grade 10 students in Magsaysay, Occidental Mindoro

Herrera,

Rayton,

Limos-Galay

et al. 2024

IJRSM

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This study identified the reading comprehension difficulties of grade 10 students, their level of learning domains, and their reading comprehension level in Magsaysay, Occidental Mindoro using the mixed sequential exploratory method. There were 229 respondents randomly selected among the 564 grade 10 students of the four public secondary schools in Magsaysay, Occidental Mindoro for the school year 2023-2024. The qualitative data gathered from the interview underwent thematic analysis while the quantitative data employed statistical treatments such as frequency, weighted means, PLS-SEM, and WarpPLS version 7.0. Based on the results of the interview, six reading comprehension difficulties were extracted as the main themes from the respondents' narratives. This became the basis for constructing the survey questionnaire related to the difficulties in reading and it revealed that vocabulary, close reading, finding the main idea, and concentration had a significant relationship to the respondents' reading comprehension level. This study found that the majority of the respondents were at the Instructional Level based on the Phil-Iri profiling. Furthermore, when the learning domains were linked to the level of reading comprehension, only the psychomotor domain was found to have a direct connection. Based on the findings, the study concluded that almost half of the grade 10 students could comprehend though they found reading challenging but manageable. Therefore, it is recommended that teachers and educational leaders continue addressing the reading comprehension difficulties of the students by providing various techniques, exercising reading activities, and adopting online interactive strategies. Also, educational authorities may use the proposed plan to acquire the skill in reading comprehension.

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“…Pelbagai jurnal dan artikel telah dijadikan sumber rujukan dan literatur sokongan untuk memperkuatkan lagi soal selidik. Di samping itu, pengkaji juga menjalankan penerokaan terhadap instrumen-instrumen sedia ada yang berkaitan dan jika ada konstruk dan item yang bersesuaian boleh diadaptasi mengikut konteks kajian (Fitriani et al, 2021;Roberts & Clifton, 1992;Sintian, 2013).…”

Section: Metodologi Kajianunclassified

Domain kognitif dan pencapaian ungkapan algebra dalam kalangan pelajar Tingkatan Dua

Baco¹

2022

BIJE

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Algebra merupakan salah satu topik yang sukar dalam pembelajaran Matematik khususnya di peringkat Menengah Rendah. Permasalahan pelajar dalam topik Algebra sering dikaitkan dengan kemahiran kognitif. Penguasaan kemahiran kognitif pada aras rendah dan tinggi dalam topik Algebra adalah satu keperluan yang selaras dengan penekanan kemahiran berfikir aras tinggi dalam kurikulum Matematik. Kajian ini bertujuan untuk mengukur tahap domain kognitif dan pencapaian Ungkapan Algebra dalam kalangan pelajar Tingkatan Dua. Di samping itu kajian ini juga bertujuan untuk menentukan hubungan antara domain kognitif dan pencapaian Ungkapan Algebra. Kajian ini menggunakan pendekatan kuantitatif dengan jenis tinjauan. Kaedah persampelan rawak berstrata digunakan dan seramai 386 orang respondan daripada tujuh buah sekolah menengah di daerah Tawau Sabah terlibat dalam kajian ini. Soal selidik dengan tiga subkonstruk iaitu pengetahuan, kefahaman dan aplikasi digunakan untuk menentukan tahap domain kognitif. Ujian Ungkapan Algebra dengan tiga aras rendah berdasarkan pembelajaran Taksonomi Bloom Revisi (mengingat, memahami dan mengaplikasi,) digunakan untuk mengukur tahap pencapaian Ungkapan Algebra dalam kalangan responden. Data telah dianalisis dengan menggunakan perisian komputer melalui program Statistical Package for Social Science (SPSS) versi 27.0. Data dianalisis secara deskriptif berdasarkan min dan sisihan piawai untuk menentukan tahap domain kognitif dan pencapaian Ungkapan Algebra. Pekali Korelasi Pearson digunakan untuk menentukan perhubungan antara domain kognitif dan pencapaian Ungkapan Algebra. Dapatan kajian menunjukkan tahap domain kognitif dan tahap pencapaian Ungkapan Algebra adalah sederhana. Analisis korelasi pula menunjukkan nilai korelasi Pearson r =.594, mempunyai hubungan positif yang signifikan dan kuat antara domain kognitif dan pencapaian Ungkapan Algebra. Penentuan domain kognitif Algebra melalui kajian ini sangat berguna untuk melihat tahap domain kognitif pelajar dan kesan nya terhadap pencapaian mereka. Dapatan kajian ini boleh menjadi panduan membantu para pendidik dan penyelidik untuk menyelesaikan masalah dalam pembelajaran Algebra khususnya pelajar menengah rendah. Algebra is one of the difficult topics in learning Mathematics especially at the Lower Secondary level. Students’ problems in the topic of Algebra are often associated with cognitive skills. Low and high levels cognitive skills mastery in the topic of Algebra is a requirement in line with the emphasis on high level thinking skills in the mathematics curriculum. This study aims to measure the level of cognitive domain and achievement of Algebraic Expressions among Form Two students. Moreover, this study also aims to determine the relationship between the cognitive domain and the achievement of Algebraic Expressions. This study used a quantitative approach with the survey method. Stratified random sampling method was used and a total of 386 respondents from seven secondary schools in Tawau, Sabah district were involved in this study. Questionnaire with three subconstructs namely knowledge, comprehension and application was used to determine the level of cognitive domain. The AlgebraicExpression test with three low levels based on the learning of Bloom’s Revised Taxonomy (remembering, understanding, and applying) was used to measure the level of achievement of Algebraic Expressions among the respondents. Data were analyzed using a computer software via Statistical Package for Social Science (SPSS) version 27.0. Data were analyzed descriptively based on means and standard deviations to determine the level of cognitive domain and achievement of Algebraic Expressions. Pearson Correlation Coefficient was used to determine the relationship between the cognitive domain and the achievement of Algebraic Expressions. Findings of the study indicate that the level of cognitive domain and the level of achievement of Algebraic Expression are moderate. Correlation analysis also showed a significant and strong positive relationship between the cognitive domain and the achievement of Algebraic Expressions with a Pearson correlation value of r = .594. The determination of the cognitive domain of Algebra through this study is very useful to view the level of the cognitive domain of students and its impacts on their achievement. The findings of this study can be a guide to help educators and researchers to solve problems in learning Algebra especially lower secondary students.

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The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

Cited by 5 publications

References 24 publications

Substance Abuse Effect On Cognitive Ability Of Selected Youngsters Studying In Gwadabawa, Sokoto State, Nigeria

Substance Abuse Effect On Cognitive Ability Of Selected Youngsters Studying In Gwadabawa, Sokoto State, Nigeria

Learning domains affecting the reading comprehension of grade 10 students in Magsaysay, Occidental Mindoro

Domain kognitif dan pencapaian ungkapan algebra dalam kalangan pelajar Tingkatan Dua

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