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首页> 外文会议>Annual International Seminar on Transformative Education and Educational Leadership >The Effect Of Learning Models and Cognitive Style on Mathematics Learning Outcomes Of Grade 5 Students
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The Effect Of Learning Models and Cognitive Style on Mathematics Learning Outcomes Of Grade 5 Students

机译：学习模式与认知风格对5年级学生数学学习成果的影响

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This study aims to find out the effect of problem posing learning model and cognitive style on mathematics learning outcomes. This study used a quasi-experimental research designs. The population consisted of 68 grade 5 students in Deliserdang. The sample consisted of 46 students that were divided into two groups (experimental group and control group). The instruments used were mathematics test and Children's Embedded Figure Test (CEFT). The data which analyzed in this research was the score of mathematics learning outcomes from cognitive domain. The data was analyzed using Two-Way ANOVA technique (analysis of variance). The result of the research are as follows. (1) There is a difference between students' mathematics learning outcomes which is taught using problem posing learning model with direct learning model, (2) There is a difference between student's mathematics learning outcomes who have field independent (FI) with field dependent (FD) cognitive style, (3) There is no significant interaction between the use of learning model and the cognitive style on learning outcomes.
机译：本研究旨在了解问题摆姿势和认知风格对数学学习成果的影响。本研究采用了一种准实验研究设计。人口包括68级5年级的Deliserdang学生。该样品由46名学生分为两组（实验组和对照组）。使用的仪器是数学测试和儿童嵌入式测试（CEFT）。在本研究中分析的数据是来自认知领域的数学学习结果的分数。使用双向ANOVA技术（方差分析）分析数据。研究结果如下。 （1）学生数学学习成果之间存在差异，使用与直接学习模型的问题构成学习模型进行教学，（2）学生数学学习成果之间存在差异，谁与现场依赖（FD） ）认知风格，（3）学习模式的使用与学习成果的使用与认知风格无显着互动。

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