Schraw (1995) illustrates that there were three factors that could affect on metacognitive theories; cultural learning, individual construction and peer interaction. Cultural Learning Possibilities of acquiring metacognitive skills can be from social features or of one’s culture itself (Schraw, 1995). Social conceptions that may be formal or informal could be transmitted re considered to be factors of cultural learning (Pressly and Marks, 1992). Individual
Overall, these models of reflection can be all beneficial as they are all different. Whilst Gibbs and Kolb lack in expanding their reflection the Atkins and Murphy model provides an in-depth view of the situation; however, it does deprive in having a basic starter which is sometimes needed in order to get a clear and structured
However, this overwhelming variety of descriptions of learning styles can become quite confusing and difficult to process. Therefore, concentrating on one aspect or type of learning styles might prove to be useful and enlightening. The purpose of the following paper is to investigate a certain pair of learning styles,
One of the main reasons for the selection of cross-sectional surveys is because of feasibility and practicality issues. Cross-sectional surveys are simple to design and establish research validity in addition to taking minimal time in the research project in comparison to longitudinal surveys. Furthermore, survey research can be conducted in different settings, it requires minimal investment to develop and administer, and it is relatively easy for making generalizations. It can also elicit information about attitudes that are otherwise difficult to measure using observational techniques (Rea & Parker,
220-221) to determine the relationship between student motivation and academic success the results showed that self-efficacy, task value, internal goals and effort were proximal to academic success. The study concluded that above-mentioned variables equipped students with the relevant tools to deal with setbacks, diversions and the ability to focus more, have more self-confidence when writing examinations and ultimately achieve better test results. Christiana (2009, p. 34) who investigated student academic achievement in relation to motivation concluded that both internal and external ways should be employed to motivate students in the quest for academic success and the roles of instructors and family are integral to this success. 2.3 Academic
It allows us to store information short term. Knowledge acquisition component are we use to learn and store new information. According to Sternberg, intelligence cannot be defined by IQ test, rather intelligence should be defined on how you perform in your everyday world. People who are successfully intelligent are able to achieve their own idea within their culture and are skilled at adapting to their environment to fit their needs. There are three components of successful intelligence: analytical, creative, and practical intelligence.
Without a good understanding of Active Support, staff can often provide too little, or too much assistance for people to participate in activities. There can be a tendency to provide less assistance to people who are less able and more assistance to people who are more able, instead of the other way around. It is important in active support to consider individual strengths and work on these, giving people the chance to try things before doing it for them. Active Support builds on the skills people already have. It ensures they have the opportunity to do things they already have the skills to do, or it can extend the range of available activities to include more complex and interesting
The most effective research method for my study was a quantitative correlation design as it implies a non-intrusive approach to the questionnaire and develops in a significant relation between study variables (Creswell, 2009). The purpose of this type of research is to find if the data has an observable relationship that can be further specified in terms of magnitude and/or an increase or decrease. Correlation indicates the strength and direction of a linear relationship between variables, which are the children who are involved in an after-school program and children who are not involved in such a program. In this study I used survey data (based on responses in a questionnaire) as a main research tool in order to record the findings and
Rules can be used in learning when the stimuli are confusable, as opposed to simple. When rules are used in learning, decisions are made based on properties alone and rely on simple criteria that do not require a lot of memory ( Rouder and Ratcliff,
Utilization of a result based model can highlight disregarded ranges. Self-directed learning: Outcome based instruction urges understudies to assume more liability for their own learning. It furnishes understudies with a reasonable structure which permits them to arrange their studies and to gage their advancement through the educational programs. Flexibility: Outcome based training is a conceivably adaptable methodology. It doesn't direct the type obviously conveyance or the instructive methodology.