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Investigating the effect of education based on cognitive strategies on learning and memorization in comprehension, memorization, and verbal subjects

Number of pages: 116 File Format: word File Code: 29870
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: a reminder - Education - learning - recognition - Strategy
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  • Summary of Investigating the effect of education based on cognitive strategies on learning and memorization in comprehension, memorization, and verbal subjects

    Dissertation for receiving a master's degree in the field of educational technology (M.A)

    Abstract

    The purpose of this study was to compare the effectiveness of teaching cognitive strategies on learning and memorization of history, experimental sciences and English language with memorization, comprehension and verbal natures. This research was carried out using a semi-experimental method (unequal control group design) with an independent variable (cognitive strategies) and dependent variables (level of learning and memorization). The data were obtained by teacher-made tests with high reliability and a reliability coefficient (Cronbach's alpha) of 81% and analyzed by independent "T" statistical test. The number of 34 subjects (N1 = 17 in the experimental group, N2 = 17 in the control group) were selected from the statistical population of the third grade male middle school students of Islamabad Gharb city in the academic year of 1992/93 by cluster random sampling method. According to the results obtained from the research, the teaching of cognitive strategies primarily had a significant effect on learning and memorization of the history course with a memorizing nature, and for the experimental science course with a comprehension nature, it had a positive effect on learning and memorization, but not as much as the history course, and for the English (verbal) course, the teaching of cognitive strategies did not create a significant effect on learning and memorization.

    Keywords: education, learning, memorization, strategy, cognition

    Introduction

    The school of cognitivism, which focuses on the examination and study of mental processes, including: how to receive, acquire, process, store, retrieve and recall information, entered the field of psychological research in the early 1960s and gradually with extensive and increasing research, it became a theory that has important implications for teachers and students in the field of effective teaching and learning and teaching strategies (Kadivar, 2017).

    Based on In this view, knowledge is organized in the form of various schemas. The learner tries to acquire knowledge and when the person is able to store the new knowledge in a meaningful form in his memory, learning has taken place. Storing new knowledge in a meaningful way in a person's memory means that he has been able to relate the learned material with his cognitive structure and understand it (Seif, 1390).

    The learner, having abilities such as organizing, classifying and retrieving information in the learning environment, processes information. After the information is processed in the memory, the learner tries to use them to solve problems and use them in Use practical situations. The perspective of cognitivism emphasizes on guiding the learner and helping him navigate the path of learning and providing appropriate feedback (Norouzi and Razavi, 2013). Seifert[1] says: "Cognition[2] refers to the processes by which people learn, think, and remember" in short, cognition means knowing, and gaining knowledge about the universe, which means knowing the universe (Seifert, 1998, quoted by Saif, 2008).

    Saif (2010) in the book "New Educational Psychology" says: "Strategy means a general plan or plan that consists of a set of operations and is designed and implemented to achieve a certain goal" and "Cognitive strategies are ways of learning". For example, the answers to the following questions show learning strategies: How do you read books? Do you underline or highlight important sentences? Do you take notes or summarize?

    Since reading was invented, students have used these and other methods and such strategies have long been studied. However, educational psychologists still debate which study strategies are most effective. Research on effective study strategies is confusing at best. It has been found that few study methods are always fruitful and some of them are not fruitful at all. It is obvious that the value of study strategies depends on their details and the type of use they are made of (Slavin, translated by Seyed Mohammadi, 2013). The results of the research show that the students who were taught such skills (the skill of using cognitive strategies) (experimental group) compared to the students who were deprived of these skills (the control group), were ahead in the ability to read and understand the material.Existing research clearly shows that strategic behavior increases learning. It has also become clear that skilled learners know when they should act strategically (Seif, 2019). Since academic subjects and topics are very diverse and learning each of them requires specific methods, making students aware of different study and learning strategies and mastering how to use those strategies helps them achieve academic success. (Seif, 1385)

    Learning and studying strategies (both cognitive and meta-cognitive) are skills that can be learned. For example, one of the successful methods of studying and learning is the scientific method and research known as PQ4R or PQRST, or the CAPS method can be used to read literary texts (Thomas [3] and Robinson [4], 1982, quoted by Seif, 1390).

    From the above, it can be seen that Thomas and Robinson are required to name scientific and literary texts for various academic topics. Therefore, by following this method, we decided to name various academic subjects with new names based on the types of intelligence discovered by Howard Garner[5] and Lewis Thurston[6], such as verbal comprehension, perceptual speed, and reasoning (Sif, 2013).

    Statement of the problem:

    As William Till [7] says: For a society that accepts education and education without discussion and criticism and reflects without thinking, there is a danger that a person who lacks power and strength will emerge in the society (Shabani and Pourzahir, 2015).

    Slavin [8] in a book entitled Educational Psychology believes that "the most common strategies of study These include note-taking, underlining, summarizing, writing for learning, summarizing, and charting, which students have mostly used since the invention of read-alouds on their own without instructor instruction." However, educational psychologists still debate which study strategies are most effective. The research on effective study strategies is confusing at best, and it turns out that Few of the study methods are always fruitful and some of them are not fruitful at all (Slavin, translated by Seyed Mohammadi 1389).

    But since we mentioned before, cognitive strategies are ways of learning. After introducing and teaching cognitive strategies to third-grade middle school boys in West Islamabad city, this research aims to examine the difference in the positive, neutral and maybe negative effects of these strategies on learning and memorization of history (memorization), English (verbal) and experimental sciences (comprehension), or to classify these courses in terms of the amount of influence they receive from cognitive strategies.

    So that in the experimental class (experimental group) Cognitive strategies are used in history, English language, and experimental sciences, and in the control class (control group), the usual method or process of studying the mentioned subjects is continued. Therefore, the independent variable in this research, the cognitive strategies and the dependent variables include the learning and memorization of the third grade male middle school students in history (memorization), English (verbal) and experimental sciences (comprehension). They are not able to meet the complex needs of today. Innovation in educational activities, including ways of learning, is a category that has been devoted to many articles and books and extensive research has been done in this field (Zamani and Liaqtdar, 2019). Studying and learning and mastering how to use those strategies will help them a lot in achieving academic success. Knowledge of these strategies also helps teachers to be effective in guiding students (Seif, 2012).

  • Contents & References of Investigating the effect of education based on cognitive strategies on learning and memorization in comprehension, memorization, and verbal subjects

    List:

     

    List

    Title

    Abstract

    1

    Chapter One: Generalities of the research

     

    Introduction

    3

    Statement of the problem

    5

    Importance and necessity of conducting the research

    7

    General purpose of the research

    8

    Special objectives

    8

    Research questions

    9

    Hypothesis research

    9

    Definition of technical and specialized words and terms (conceptually and operationally)

    9

    Chapter Two: Literature and research background

     

    Introduction

    13

    Formation of cognitive psychology

    14

    Literature review and related records

    20

    Research conducted abroad

    23

    Conclusion from the research background

    25

    Chapter Three: Method of conducting research

     

    Introduction

    27

    Research type and method

    27

    Research variables

    28

    Methods of measuring research variables

    33

    Measurement tools

    33

    Information collection method

    34

    Validity and reliability of the tool

    35

    Statistical community

    36

    Sample

    36

    Sample size

    37

    Sampling method

    37

    Methods and data analysis tools

    38

             Chapter four: Data Analysis

     

    Introduction

    40

    4-1. Characteristics of statistical sample students

    41

    4-2. Comparison and analysis of the students' pre-test information

    44

    4-3. Comparison and analysis of the first post-test (learning) in the history course

    46

               Chapter five: Research findings

     

    Introduction

    53

    Research summary

    53

    Discussion and conclusion

    54

    Proposals and solutions

    58

    Proposals based on research results (implementation suggestions)

    58

    Suggestions for future researches

    59

    Limitations of the research (outside the authority of the researcher)

    59

    Limitations of the research (within the authority of the researcher)

    59

    Suggestion for future researches

    60

    Executive suggestions

    60

         Sources

    61

    Persian sources

    61

    English sources

    66

    First appendix: Bank of pre-exam and post-exam questions

    67

    Questions of history, experimental sciences, English language

    67

             Appendix II: 81 lessons plan

                  

    Source:

    List of references

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    2. Slavin, Robert. Aye (1391). Educational psychology: Theory and application. (Yahi Seyed Mohammadi, translator), Tehran: Roan Publications.

    3. Elson, Mito, H; Herganhan, B, R (2018). An introduction to learning theories. (Ali Akbar Saif, translator), Tehran: Duran Publications.

    4. Ansari, Maryam (2010). The effect of cognitive strategies on the educational progress and self-control of female students in the biology course of the first year of high schools in the 12th district of Tehran. Master's thesis of the Faculty of Psychology and Educational Sciences of Allameh Tabatabai University.

    5. Bazargan, Abbas (2018). Educational evaluation. Tehran Side Publications. 

    6. Best, John (1390). Research methods in educational and behavioral sciences. (Hasan Pasha Sharifi and Narges Taleghani, translator), Tehran: Roshd Publications.

    7. Behner, J.; Wank, M. (2004). Attitudes and their change. Translated by Yali Mehdad, first edition, Tehran: Jungle Publications (the year of publication of the work in the original language is 1959).

    8. Joyce, Bruce; Will, Marsha; Calhoun, Emily (2019). Teaching model. (Mohammed Reza Behrangi, translator), Tehran: Kamal Tarbiat Publications.

    9. Hafez Nia, Mohammad Reza (1389). An introduction to research methods in scienceAn introduction to research methods in human sciences. Tehran: Samt Publications. Taj al-Dini, P (1382). Examining the methods of causal attributions and learning strategies in students and their relationship with intelligence, creativity, gender, academic year. Research and Planning Quarterly in Higher Education, 27 and 28, 71-443.

    10. Haqqani, Muzaffar (2016). Investigating the effectiveness of teaching cognitive and metacognitive strategies in reducing exam anxiety of pre-university male students in Sanqar city, Derry, S. Arshad, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University of Humanities and Basic Sciences, Tehran University. Dissertation

    11. Khoynejad, Gholamreza (1389). Research methods in educational sciences. Tehran: Samit Publications.

    12. Delavar, Ali (2012). Theoretical and practical foundations of research in humanities and social sciences. Tehran: Rushd Publications.

    13. Delavar, Ali (2014). Applied probability and statistics in psychology and educational sciences. Tehran: Rushd Publications.

    14. Delavar, Ali (2018). Research method in psychology and educational sciences. Tehran: Publishing House.

    15. Direh, Ezzat; Bani Jamal, Shkoweh Al-Sadat (2008). Investigating the contribution of motivational factors on the use of cognitive and metacognitive strategies in the learning process. Psychological Studies Quarterly, 5 (3).

    16. Zamani, Bibi Ishrat; Liaqtdar, Mohammad Javad (1381). Investigating innovations and new teaching strategies in the primary level of four advanced countries of the world. Isfahan University Research Journal, No. 30. 17. Rafuth, Mary; Ann, Lil, Linda; Dufabo, Leonardo (1375). Strategies

    18. Saif, Ali Akbar (1387). Modern breeding methods (sixth edition). Tehran: Doran Publishing House.

    19. Saif, Ali Akbar (1390). Psychology of learning and education. Tehran: Doran Publishing House.

    20. Saif, Ali Akbar (1390). Educational measurement, assessment and evaluation, Tehran: Doran Publishing House. 21. Saif, Ali Akbar (1389). Methods of making tools for measuring research variables in psychology and educational sciences. Tehran: Doran Publishing House.

    22. Saif, Ali Akbar (1389). Constructive theories and its educational application. Education Quarterly, No. 65.

    23. Seif, Ali Akbar; Misrabadi, Javad (2012). Effectiveness of teaching learning strategies on reading speed, memorization and understanding of different texts. Education and Training Quarterly, 19th year, number 74.

    24. Shabani, Zahra; Taghipour Zahir, Ali (2015). The effect of teaching methods on increasing cognitive, emotional and behavioral abilities of students. Education Quarterly, No. 51, 55-84.

    25. Shabani, Hassan (1390). Educational and educational skills: teaching methods and techniques (volume 1). Tehran: Samit Publications. 26. Shaarinejad, Ali Akbar (1378). Notes on motivational theories in education, first edition, Tehran: Neshrani. 27. Shaghaghi, Farhad (1382). The effect of learning skills and learning strategies on the learning of Payam Noor University students and the stability of the effect of learning after one year. Doctoral thesis, Faculty of Psychology and Educational Sciences, Allameh University. Tabatabaei, Tehran. 28. Safari, Fatemeh (2012). Effectiveness of teaching cognitive and metacognitive strategies on exam anxiety and self-esteem of male students of Somrahmanei year of Qods city. New Educational Ideas Quarterly, Al-Zahra School of Educational Sciences and Psychology (S), 9th period, number 2.

    29. Tayibi, Seyyed Jamaluddin; Maleki, Mohammad Reza; Delgosha, Bahram (1390). Compilation of theses, dissertations, research plans and scientific articles (second edition). Tehran: Ferdous Publications.

    30. Ababaf, Zahra (1387). Comparison of cognitive and metacognitive strategies of middle school students by ability level, field of study and gender and offering suggestions in the field of curriculum. Educational Innovation Quarterly, 7(25), 119-150.

    31. Ababaf, Zahra (1376). Comparison of students' learning strategies (strategies) Strong and weak high school courses of districts 2, 4, 11 of Tehran in the academic year 75-74.  Master's Thesis, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University

    32. Farkhi, Nouali, (2009). The effectiveness of teaching cognitive and metacognitive comprehension skills of middle school boys in the 11th district of Tehran. Educational Psychology Quarterly, Year 6, Number 18.

    33. Fardanesh, Hashem (1388). Theoretical foundations of educational technology. Tehran: Samit Publications.

    34. Kadivar, Parvin (2009). Psychology of learning. Tehran: Samit Publications.

    35. Kadivar, Parvin (2007). Educational psychology. Tehran: Samit Publications.

    36. Glover, John. O Bruning, Roger H. (2015)

Investigating the effect of education based on cognitive strategies on learning and memorization in comprehension, memorization, and verbal subjects
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