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A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood

Purpose - The attention, working memory, and mood of learners are the most important abilities in the learning process. The importance of these abilities has led the researchers to undertake the present study. This study was concerned with the comparison of contextualized attention, working memory,...

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Main Authors: Bunterm, Tassanee, Srikoon, Sanit, Nethanomsak, Teerachai, Ngang, Tang Keow
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2017
Subjects:
L Education (General)
Online Access:https://repo.uum.edu.my/id/eprint/29464/1/MJLI%2014%2001%202017%2083-110.pdf
https://doi.org/10.32890/mjli2017.14.1.4
https://repo.uum.edu.my/id/eprint/29464/
https://www.e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.4
https://doi.org/10.32890/mjli2017.14.1.4
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spelling my.uum.repo.294642023-05-22T09:32:46Z https://repo.uum.edu.my/id/eprint/29464/ A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood Bunterm, Tassanee Srikoon, Sanit Nethanomsak, Teerachai Ngang, Tang Keow L Education (General) Purpose - The attention, working memory, and mood of learners are the most important abilities in the learning process. The importance of these abilities has led the researchers to undertake the present study. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology - A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood in Grade 9. Findings - The findings revealed that the overall attention, working memory, and mood conditioning mean score of the neurocognitive based model (5P) interventions were better than in the conventional model. In conclusion, the results revealed that neurocognitive based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance - The findings have contributed significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood. Universiti Utara Malaysia Press 2017 Article PeerReviewed application/pdf en cc4_by https://repo.uum.edu.my/id/eprint/29464/1/MJLI%2014%2001%202017%2083-110.pdf Bunterm, Tassanee and Srikoon, Sanit and Nethanomsak, Teerachai and Ngang, Tang Keow (2017) A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood. Malaysian Journal of Learning and Instruction (MJLI), 14 (1). pp. 83-110. ISSN 1675-8110 https://www.e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.4 https://doi.org/10.32890/mjli2017.14.1.4 https://doi.org/10.32890/mjli2017.14.1.4
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Bunterm, Tassanee
Srikoon, Sanit
Nethanomsak, Teerachai
Ngang, Tang Keow
A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood
description Purpose - The attention, working memory, and mood of learners are the most important abilities in the learning process. The importance of these abilities has led the researchers to undertake the present study. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology - A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood in Grade 9. Findings - The findings revealed that the overall attention, working memory, and mood conditioning mean score of the neurocognitive based model (5P) interventions were better than in the conventional model. In conclusion, the results revealed that neurocognitive based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance - The findings have contributed significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood.
format Article
author Bunterm, Tassanee
Srikoon, Sanit
Nethanomsak, Teerachai
Ngang, Tang Keow
author_facet Bunterm, Tassanee
Srikoon, Sanit
Nethanomsak, Teerachai
Ngang, Tang Keow
author_sort Bunterm, Tassanee
title A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood
title_short A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood
title_full A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood
title_fullStr A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood
title_full_unstemmed A Comparative Study of the Effects of the Neurocognitive-Based Model and The Conventional Model on Learner Attention, Working Memory and Mood
title_sort comparative study of the effects of the neurocognitive-based model and the conventional model on learner attention, working memory and mood
publisher Universiti Utara Malaysia Press
publishDate 2017
url https://repo.uum.edu.my/id/eprint/29464/1/MJLI%2014%2001%202017%2083-110.pdf
https://doi.org/10.32890/mjli2017.14.1.4
https://repo.uum.edu.my/id/eprint/29464/
https://www.e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.4
https://doi.org/10.32890/mjli2017.14.1.4
_version_ 1768010688967475200
score 13.211869

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