Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry
Students’ academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns on grade 9 students' chemistry perf...
| Main Authors: | , , |
|---|---|
| Format: | Journal Article |
| Language: | English |
| Published: |
ROYAL SOC CHEMISTRY
2021
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/84993 |
| _version_ | 1848764703330795520 |
|---|---|
| author | Zhang, Lina Wang, Lei Treagust, David |
| author_facet | Zhang, Lina Wang, Lei Treagust, David |
| author_sort | Zhang, Lina |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Students’ academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns on grade 9 students' chemistry performance. One instrument measured chemistry academic performance based on concept knowing, application and problem solving. Six tasks with marking keys measured the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns. Different groups of grade 9 students participated in pilot tests and the field tests. The quality of the chemistry academic performance instrument and the six tasks was inspected by both expert assessment with six raters and computer-aided inspection including Rasch analysis and Kendall rater-consistency reliability tests. Correlation analysis and multiple regression analysis explored the relationship among academic performance and knowledge structure, cognitive perspectives, and cognitive patterns. According to the results of this research, knowledge structure, cognitive perspective and cognitive pattern all influenced grade 9 students’ chemistry performances; cognitive perspective was the most important factor. Based on these findings, we discuss individual student performance relative to their discipline-specific cognitive factors. We recommend that instruction of discipline-specific learning in chemistry pay attention to each of the three discipline-specific cognitive factors and that tasks be designed to promote the progress of each of these three discipline-specific cognitive factors, especially cognitive perspectives. |
| first_indexed | 2025-11-14T11:23:34Z |
| format | Journal Article |
| id | curtin-20.500.11937-84993 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:23:34Z |
| publishDate | 2021 |
| publisher | ROYAL SOC CHEMISTRY |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-849932022-06-03T08:36:39Z Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry Zhang, Lina Wang, Lei Treagust, David Social Sciences Education & Educational Research Education, Scientific Disciplines LEARNERS MENTAL MODELS LEARNING PROGRESSION CONCEPTUAL CHANGE SECONDARY-SCHOOL THINKING Students’ academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns on grade 9 students' chemistry performance. One instrument measured chemistry academic performance based on concept knowing, application and problem solving. Six tasks with marking keys measured the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns. Different groups of grade 9 students participated in pilot tests and the field tests. The quality of the chemistry academic performance instrument and the six tasks was inspected by both expert assessment with six raters and computer-aided inspection including Rasch analysis and Kendall rater-consistency reliability tests. Correlation analysis and multiple regression analysis explored the relationship among academic performance and knowledge structure, cognitive perspectives, and cognitive patterns. According to the results of this research, knowledge structure, cognitive perspective and cognitive pattern all influenced grade 9 students’ chemistry performances; cognitive perspective was the most important factor. Based on these findings, we discuss individual student performance relative to their discipline-specific cognitive factors. We recommend that instruction of discipline-specific learning in chemistry pay attention to each of the three discipline-specific cognitive factors and that tasks be designed to promote the progress of each of these three discipline-specific cognitive factors, especially cognitive perspectives. 2021 Journal Article http://hdl.handle.net/20.500.11937/84993 10.1039/d0rp00352b English ROYAL SOC CHEMISTRY fulltext |
| spellingShingle | Social Sciences Education & Educational Research Education, Scientific Disciplines LEARNERS MENTAL MODELS LEARNING PROGRESSION CONCEPTUAL CHANGE SECONDARY-SCHOOL THINKING Zhang, Lina Wang, Lei Treagust, David Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| title | Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| title_full | Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| title_fullStr | Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| title_full_unstemmed | Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| title_short | Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| title_sort | discipline-specific cognitive factors that influence grade 9 students' performance in chemistry |
| topic | Social Sciences Education & Educational Research Education, Scientific Disciplines LEARNERS MENTAL MODELS LEARNING PROGRESSION CONCEPTUAL CHANGE SECONDARY-SCHOOL THINKING |
| url | http://hdl.handle.net/20.500.11937/84993 |