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All Journal International Journal of Evaluation and Research in Education (IJERE)
Ricardo Jesus Villarreal-Lozano
Nuevo Leon Autonomous University
Education

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Engineering students’ judgments on the favorable effect that the class context has on their academic learning Guadalupe Elizabeth Morales-Martinez; Maria Isolde Hedlefs-Aguilar; Ricardo Jesus Villarreal-Lozano; Maria Guadalupe Santos-Alcantara
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i1.21969

Abstract

The COVID-19 pandemic has impacted human life, including educational settings. In Mexico, teachers and students found it necessary to adopt the online modality at all levels. As a result, both students and teachers face new demands and a re-conceptualization of their everyday academic lives. This study explored the engineering students' perception of the favorable effect level that the class context has on their learning. There were 551 participants took a cognitive algebra study. The experimental task involved reading 12 scenarios that described hypothetical online or face-to-face learning situations; then, each participant judged the degree to which these types of situations favor their learning, using an 11-point scale. The results indicated three cognitive styles when judging the degree to which each class context favors the learning. These styles share a similar cognitive mechanism in terms of information integration; however, the selection process and valuation of the factors differed across the groups. The students' perception on the class context influences their involvement and motivation level for courses on which they are enrolled. The present study's findings suggest that the cognitive algebra approach helps diagnose students' cognitive and emotional approach styles for different class contexts and provides information about the nature of their cognitive processes in terms of how students' judgments and attitudes towards classes are generated.
Cognitive assessment of motivation to perform classroom or online math tasks among engineering students Ricardo Jesus Villarreal-Lozano; Guadalupe Elizabeth Morales-Martinez; Angel Garcia-Collantes; Maynor Enrique Barrientos-Amador
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22008

Abstract

This study explored the cognitive algebra mechanism underlying mathematical motivation in 672 engineering students. The experimental design included the combination of four factors (task modality versus task difficulty versus task structure versus task relevance) to compose 36 written experimental scenarios. Each one described a hypothetical situation about assigned activities in math class. The participant's task was to read each scenario and estimate how much motivation they would experience if performing the assigned math activity. The results indicated five cognitive motivational patterns among the participants. All the clusters considered the task's relevance as an essential factor in judging their mathematical motivation. Besides this, Clusters 1, 2, 3, and 5 considered the assigned task's difficulty and structure in judging their degree of motivation, but they evaluated the factors differently. The low math motivation cluster integrated the factors according to a summative cognitive rule. Clusters 2, 3, and 5 used a multiplicative rule to integrate the information, and Cluster 4 did not show an information integration systematic mechanism. These findings pointed to the diversity of motivational cognitive profiles among students. This type of cognitive characterization can help design programs that encourage students to learn and enjoy science subjects that will impact their professional development and daily life.
Co-Authors Angel Garcia-Collantes Guadalupe Elizabeth Morales-Martinez Guadalupe Elizabeth Morales-Martinez Maria Guadalupe Santos-Alcantara Maria Isolde Hedlefs-Aguilar Maynor Enrique Barrientos-Amador