The use of a validated instrument in determining the possible change in the Piagetian cognitive levels of college freshmen
This study aims to develop a reliable and valid written test that could measure cognitive developmental levels based on the Piagetian theory. Using the developed instrument, it also attempts to measure possible differences in the Piagetian level of intellectual functioning of college students as a r...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | text |
| اللغة: | English |
| منشور في: |
Animo Repository
1986
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://animorepository.dlsu.edu.ph/etd_doctoral/619 |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
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| المؤسسة: | De La Salle University |
| اللغة: | English |
| الملخص: | This study aims to develop a reliable and valid written test that could measure cognitive developmental levels based on the Piagetian theory. Using the developed instrument, it also attempts to measure possible differences in the Piagetian level of intellectual functioning of college students as a result of taking physics, chemistry and mathematics courses. The study was divided into two phases: Phase I involved the development and validation of the instrument. A random sample of students from three state colleges and universities of Region III were used for the validation of the instrument. Phase II investigated the role of physics in promoting transition from one cognitive level to the next higher level. The developed instrument was given to three different groups of respondents: students taking physics and mathematics, students taking chemistry and mathematics, and students taking mathematics only as pretest and posttest. Pearson product moment correlation coefficient and ANCOVA were used to analyze the data using the pretest score as the covariate. The study showed that there is significant correlation between scores obtained from the developed instrument and Lawson's Test of Formal Reasoning, NCEE scores, and delayed posttest scores. A significant change on cognitive development is manifested on those students taking a one-semester physics and mathematics course and those taking a one-semester chemistry and mathematics course, but not with those taking only a one-semester mathematics course. The instrument developed can be used to categorize learners as to the different cognitive levels and physics and chemistry should be included as part of the general education to promote abstraction. |
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