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All Journal Journal of Research in Instructional Al-Hijr: Journal of Adulearn World
Achor, Emmanuel Edoja
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Students’ Learning Outcome in Physics: Predictive Power of Split-Half Attention and Dual-Processing in Working Memory Ellah, Barnabas Obiaje; Achor, Emmanuel Edoja
Al-Hijr: Journal of Adulearn World Vol. 2 No. 1 (2023)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v2i1.534

Abstract

The study determined the predictive power of split-half attention and dual-processing in working memory on students’ learning outcome in Physics. The population for the study comprised 5138 science students in public senior secondary schools. The sample was 650 SSII students currently offering Physics as a school subject in 22 secondary schools in the study area. Three sets of instruments used for data collection were Attention Lapses Clicker (ALC), Force Concept Inventory (FCI) and Cognitive Reflection Test (CRT).  The instruments were face validated by three experts. Estimate of internal consistency was obtained through Kuder-Richardson (K-R21) for FCI with coefficient of internal consistency as 0.73. Data normalization was done using ZT-score and T-score. The data collected were analyzed using regression analysis to answer research questions and test null hypotheses at 0.05 level of significance. It was spotlighted that split-half attention as well as dual-processing in working memory had significant predictive power on students’ learning outcome in Physics. Similarly, the combination of split-half attention and dual-processing in working memory had significant predictive power on students’ learning outcome in Physics. Based on these findings, it was recommended among others that Physics teachers should guide students to gain control of attention and action to facilitate and mandate encoding of stimulus into working memory for enhanced learning outcome in Physics. The information selected for students to be held in working memory should be relevant to current objectives of instructional delivery to reduce split-half attention effect and enhance learning outcome in Physics.
Perceived cognitive load and students’ performance in social studies Achor, Samuel Zulu; Zaria, Linus Iorember; Achor, Emmanuel Edoja
Journal of Research in Instructional Vol. 2 No. 2 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i2.74

Abstract

The aim of this study was to investigate impact perceived cognitive load could have on basic eight students’ performance in social studies. A correlational survey research design was used in the study. The population consisted of 3,957 upper basic eight students of secondary schools in Kogi east education. This study employed a sample size of 250 basic eight social studies students. Two instruments: social studies performance test and students' perceived cognitive load were used for data collection. The data collected were analyzed using regression analysis. The findings revealed that there was significant impact of cognitive load on basic eight students’ mean performance scores in social studies. There was significant impact of cognitive load on basic eight male and also female students’ mean performance scores in social studies. The study recommends among others that School authorities and administrators should make provision for activities that would lead to reduction in cognitive load in social studies among others to enhance performance.
Co-Authors Achor, Samuel Zulu Ellah, Barnabas Obiaje Zaria, Linus Iorember