The neurocognitive-based model (5P) produced significantly better attention accuracy than the conventional model (5E) in Grade 9 students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Instructional model significantly influenced attention accuracy, explaining 48.6 percent of variance, with the 5P experimental group outperforming the 5E control group. → Srikoon et al. 2017

Evidence¶

Srikoon et al. 2017¶

Srikoon, S., Bunterm, T., Nethanomsak, T., & Ngang, T. K. (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, 14(1), 83-110. https://eric.ed.gov/?id=EJ1150726

q3 · i3 · causal · r2

MANOVA multivariate test in a true experimental pre-test/post-test control group design with 76 randomly assigned Grade 9 students (5P n = 38, 5E n = 38). The article reports the model effect was significant, "could explain the variance of 48.6 percent of attention accuracy" (partial eta-squared = 0.486).

"the instruction models had significantly influenced attention accuracy at a 0.05 significance level (F(14,61)=4.124, p=0.000) and could explain the variance of 48.6 percent of attention accuracy"

Discussion¶

Related Claims¶

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• The 5P model produced significantly better working memory accuracy than the 5E model, with a large model-by-time interaction — related
• The 5P model produced significantly faster working memory reaction times than the 5E model — related
• The 5P model produced significantly faster attention reaction times than the 5E model, with a large model-by-time interaction — related