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Effects of a cognitive modifiability intervention on cognitive abilities, attitudes and academic performance of polytechnic students
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Type
Thesis
Abstract
In the light global trends of change and the need to adapt, the expansion of polytechnic education, the call for more creative human resource and the national agenda for education in Singapore the development of a cognitive intervention programme was rationalized and conceived.
The purpose of this study was to examine the effects of a Cognitive Modifiability Intervention (CMI on cognitive abilities, attitudes and academic performance of polytechnic students in Singapore.
The CMI has its theoretical underpinnings in Feuerstein's Theory of Structural Cognitive Modifiability (SCM). The CMI curriculum was designed based on a applied model of the theory of SCM that encapsulates the following key areas:
i. belief system and effective-motivational processes,
ii. imediated learning experience,
iii. cognitive functions,
iv. instruments for intervention and
v. bridging for transfer of learning
The broader overarching aims of CMI are
i. to enhance student's capacity to learn how to learn,
ii. to enhance problem solving abilities, and
iii. to enhance students capacity to adapt and confront change.
The CMI consisted of lessons under four major clusters of cognitive domains, namely, the Affective-Motivation Domain (ADM), the System-Strategic Thinking (SST) cluster, the Analytical-Inferential Thinking (AIT) cluster and the divergent-Creative Thinking (DICT) cluster. The CMI address these cognition domains through an active modification approach. The programme consisted of 30 weekly lessons spread over an academic year.
The research sample comprised 158 first-year polytechnic students A 2 x 2 x 2 factorial pretest-postest design with matched experimental and control groups was used . The three factors were treatment (experimental versus control), entry ability levels (high or low) and course grouping (Engineering or Applied Science). Cognitive abilities were measured by the Cognitive Abilities Tests which included measures of verbal quantitative and nonverbal abilities. Attitudes were measured by the Learning and Study Strategies Inventory (LASSI) which included measures of anxiety, time management , attitude towards school, concentration, motivation, information processing and test strategies.
The hypotheses that CMI could produce significant changes in cognitive abilities and attitudes were supported in this study. The major findings in the main research are as follows.
1. CMI has significant effects on the cognitive abilities of polytechnic students. Engineering students tended to show slightly better effects in terms of overall cognitive abilities compared to Applied Science students
2. CMI has significant effects on the quantitative abilities of polytechnic students.
3. CMI has significant effects on the verbal abilities of polytechnic students with high abilities.
4. CMI has significant effects on nonverbal abilities . In particular, Engineering students tended to produce higher gain compared to Applied Science students.
5. CMI has significant effects on time management, attitude towards school, and information processing of polytechnic students.
6. CMI has significant effects on concentration and motivation for Applied Science students.
7. CMI effects on academic performance are tenuous
Additionally, six case vignettes of CMI students were presented. profile mappings of the prototypical cases of students who experienced changes reflect structural modifications in cognition and affective-motivational domains . These were supported by evidence of pervasiveness, autonomous transfer of learning and durability.
The conclusions point to the generalizability of CMI for the cognitive education of polytechnic students. The potential of CMI for developing quantitative abilities and creativity is highlighted. Further research pertaining to the extension of SCM to various education programmes, teacher training and in-depth qualitative investigations of SCM are suggested.
The purpose of this study was to examine the effects of a Cognitive Modifiability Intervention (CMI on cognitive abilities, attitudes and academic performance of polytechnic students in Singapore.
The CMI has its theoretical underpinnings in Feuerstein's Theory of Structural Cognitive Modifiability (SCM). The CMI curriculum was designed based on a applied model of the theory of SCM that encapsulates the following key areas:
i. belief system and effective-motivational processes,
ii. imediated learning experience,
iii. cognitive functions,
iv. instruments for intervention and
v. bridging for transfer of learning
The broader overarching aims of CMI are
i. to enhance student's capacity to learn how to learn,
ii. to enhance problem solving abilities, and
iii. to enhance students capacity to adapt and confront change.
The CMI consisted of lessons under four major clusters of cognitive domains, namely, the Affective-Motivation Domain (ADM), the System-Strategic Thinking (SST) cluster, the Analytical-Inferential Thinking (AIT) cluster and the divergent-Creative Thinking (DICT) cluster. The CMI address these cognition domains through an active modification approach. The programme consisted of 30 weekly lessons spread over an academic year.
The research sample comprised 158 first-year polytechnic students A 2 x 2 x 2 factorial pretest-postest design with matched experimental and control groups was used . The three factors were treatment (experimental versus control), entry ability levels (high or low) and course grouping (Engineering or Applied Science). Cognitive abilities were measured by the Cognitive Abilities Tests which included measures of verbal quantitative and nonverbal abilities. Attitudes were measured by the Learning and Study Strategies Inventory (LASSI) which included measures of anxiety, time management , attitude towards school, concentration, motivation, information processing and test strategies.
The hypotheses that CMI could produce significant changes in cognitive abilities and attitudes were supported in this study. The major findings in the main research are as follows.
1. CMI has significant effects on the cognitive abilities of polytechnic students. Engineering students tended to show slightly better effects in terms of overall cognitive abilities compared to Applied Science students
2. CMI has significant effects on the quantitative abilities of polytechnic students.
3. CMI has significant effects on the verbal abilities of polytechnic students with high abilities.
4. CMI has significant effects on nonverbal abilities . In particular, Engineering students tended to produce higher gain compared to Applied Science students.
5. CMI has significant effects on time management, attitude towards school, and information processing of polytechnic students.
6. CMI has significant effects on concentration and motivation for Applied Science students.
7. CMI effects on academic performance are tenuous
Additionally, six case vignettes of CMI students were presented. profile mappings of the prototypical cases of students who experienced changes reflect structural modifications in cognition and affective-motivational domains . These were supported by evidence of pervasiveness, autonomous transfer of learning and durability.
The conclusions point to the generalizability of CMI for the cognitive education of polytechnic students. The potential of CMI for developing quantitative abilities and creativity is highlighted. Further research pertaining to the extension of SCM to various education programmes, teacher training and in-depth qualitative investigations of SCM are suggested.
Date Issued
2000
Call Number
LB1060 Tan
Date Submitted
2000