NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1150726
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1675-8110
EISSN: N/A
A Comparative Study of the Effects of the Neurocognitive-Based Model and the Conventional Model on Learner Attention, Working Memory and Mood
Srikoon, Sanit; Bunterm, Tassanee; Nethanomsak, Teerachai; Ngang, Tang Keow
Malaysian Journal of Learning and Instruction, v14 n1 p83-110 2017
Purpose: The attention, working memory, and mood of learners are the most important abilities in the learning process. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology: A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood. Findings: The findings revealed that the overall attention, working memory, and mood conditioning mean score of the neurocognitive-based model (5P) interventions were better than in the conventional model. In conclusion, neurocognitive-based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance: The findings contribute significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood.
Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: http://mjli.uum.edu.my/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A