Early Cognitive Development and Its Effect on Learning Outcomes in Statistics Education
Abstract
This study explores the impact of initial abilities on learning outcomes in the Education Statistics course at STIT DDI Pasangkayu. Using a descriptive and quantitative approach, data from 22 students were analyzed. Correlation and simple linear regression analyses, performed with SPSS software, revealed a strong positive correlation (r = 0.754) between students' initial abilities and their final exam scores. The coefficient of determination (r² = 0.568) indicates that initial abilities account for approximately 56.8% of the variance in learning outcomes. The significance of this relationship (p = 0.022) underscores the crucial role of early cognitive skills in academic success. Although initial abilities are a significant predictor of performance, 43.2% of the variance is influenced by other factors, highlighting the need for a broader approach that includes additional variables to fully understand academic achievement. These findings emphasize the importance of assessing students' initial abilities and considering other contributing factors to enhance learning outcomes.
References
Astuti, S. P. (2015). Pengaruh kemampuan awal dan minat belajar terhadap prestasi belajar fisika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(1).
Baafi, R. K. A. (2020). Teacher-student relationship and student learning outcomes in senior public secondary schools in Ghana. European Journal of Education Studies.
Biwer, F., oude Egbrink, M. G., Aalten, P., & de Bruin, A. B. (2020). Fostering effective learning strategies in higher education–a mixed-methods study. Journal of Applied Research in Memory and Cognition, 9(2), 186-203. https://doi.org/10.1016/j.jarmac.2020.03.004
Brookover, D. L., Johnson, K. F., & Crane, E. (2022). Exploring school counselors’ and interns’ socioeconomic construct understanding and awareness. Counselor Education and Supervision, 61(4), 349-361. https://doi.org/10.1002/ceas.12248
Castro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021). Five strategies for optimizing instructional materials: Instructor-and learner-managed cognitive load. Educational Psychology Review, 33(4), 1379-1407. https://doi.org/10.1007/s10648-021-09606-9
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17-40.
Claxton, G. (2013). What's the point of school?: Rediscovering the heart of education. Simon and Schuster.
Corno, L. (2023). Student volition and education: Outcomes, influences, and practices. In Self-regulation of learning and performance (pp. 229-251). Routledge.
Demetriou, A., Greiff, S., MAKRIS, N., Spanoudis, G., Panaoura, R., & Kazi, S. (2020). Bridging educational priorities with developmental priorities: Towards a developmental theory of instruction.
Evans, W., Gable, R. A., & Habib, A. (2021). Lessons from the past and challenges for the future: Inclusive education for students with unique needs. Education Sciences, 11(6), 281. https://doi.org/10.3390/educsci11060281
Hobbs, J. E. (2024). Critical Convergence: Mapping the Boundaries of How Faculty Interrogate whiteness in the Geoscience Educational Landscape.
Kuo, M., Klein, S. E., Browning, M. H., & Zaplatosch, J. (2021). Greening for academic achievement: Prioritizing what to plant and where. Landscape and Urban planning, 206, 103962. https://doi.org/10.1016/j.landurbplan.2020.103962
Macpherson, M. C., Fay, N., & Miles, L. K. (2020). Seeing synchrony: A replication of the effects of task-irrelevant social information on perceptions of interpersonal coordination. Acta Psychologica, 209, 103140. https://doi.org/10.1016/j.actpsy.2020.103140
Makumbe, D. (2020). E-learning in times of a pandemic: exposing the economic disparities between the'haves' and the'have-nots'. Journal of Public Administration, 55(4), 621-641.
Mansouri, K., Hassaskhah, J., & Salimi, E. A. (2024). Cognitive Amplification: Exploring the Impact of Multimodal Input Enhancement on Working Memory and Collocation Acquisition in Iranian EFL Learners across Age Groups. Journal of English Language Teaching and Learning, 16(33), 243-259. https://doi.org/10.22034/elt.2024.61548.2642
Marishane, R. N. (2020). Theoretical grounding for contextual intelligence in school leadership. In Contextual intelligence in school leadership (pp. 1-35). Brill.
Master, A. H., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. Grantee Submission, 12(1), 152-198.
McTighe, J., & Ferrara, S. (2021). Assessing student learning by design: Principles and practices for teachers and school leaders. Teachers College Press.
Miller, D. P., Thomas, M. M., Waller, M. R., Nepomnyaschy, L., & Emory, A. D. (2020). Father involvement and socioeconomic disparities in child academic outcomes. Journal of Marriage and Family, 82(2), 515-533. https://doi.org/10.1111/jomf.12666
Mulcare, R. S. (2020). Challenging the dominant discourse of young people from low socioeconomic backgrounds: social mobility, aspirations and the role of intersectionality (Doctoral dissertation, University of Birmingham).
Naseb, R. A. (2024). The maternal figure symbolizes stability and continuity in the novels of George Eliot: a close reading of the Mill on the Floss.
Nonyelum, D. N., Ogugua, K., & Abah, J. A. (2022). Influence of student-teacher relationship on the academic performance of junior secondary school students in mathematics in Makurdi Local Government Area of Benue State, Nigeria. VillageMath Educational Review (VER), 3(1).
Peng, P., & Kievit, R. A. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15-20. https://doi.org/10.1111/cdep.12352
Polnariev, B. A., & Levy, M. A. (2022). # SocialEquityMatters: A Multimodal Approach to Strengthening Student Success Through Innovation. In Bridging Marginality through Inclusive Higher Education (pp. 203-233). Singapore: Springer Singapore.
Schilhab, T. (2021, December). Nature experiences in science education in school: Review featuring learning gains, investments, and costs in view of embodied cognition. In Frontiers in Education (Vol. 6, p. 739408). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.739408
Schreiner, L. A., Louis, M. C., & Nelson, D. D. (Eds.). (2020). Thriving in transitions: A research-based approach to college student success. The National Resource Center for The First-Year Experience.
Semeraro, C., Giofrè, D., Coppola, G., Lucangeli, D., & Cassibba, R. (2020). The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school. Plos one, 15(4), e0231381. https://doi.org/10.1371/journal.pone.0231381
Shute, V., Rahimi, S., Smith, G., Ke, F., Almond, R., Dai, C. P., ... & Sun, C. (2021). Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games. Journal of Computer Assisted Learning, 37(1), 127-141. https://doi.org/10.1111/jcal.12473
Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2022). Domain-specific prior knowledge and learning: A meta-analysis. Educational psychologist, 57(1), 31-54. https://doi.org/10.1080/00461520.2021.1939700
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289
Sternberg, R. J., & Zhang, L. F. (Eds.). (2014). Perspectives on thinking, learning, and cognitive styles. Routledge.
Tomlinson, C. A. (2021). So each may soar: The principles and practices of learner-centered classrooms. ASCD.
Copyright (c) 2024 Journal La Edusci
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
