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Structure of learning environment variables under two instructional conditions.
1Department of Educational Psychology, University of Saskatchewan, Saskatoon, Canada.
Psychological Reports
|April 1, 1990
Summary
This study compared learning environment and cognitive factors in Grade 10 math and English. While procedural and cognitive factors aligned, formative factors differed, impacting instructional research.
Area of Science:
- Educational Psychology
- Cognitive Science
- Curriculum and Instruction
Background:
- Understanding the relationship between learning environments and cognitive variables is crucial for effective instruction.
- Previous research has explored these factors separately, but congruence across different subject areas requires further investigation.
- Grade 10 represents a critical stage for developing foundational learning strategies in core subjects like mathematics and English.
Purpose of the Study:
- To investigate the congruence between the factor structures of learning environment and cognitive variables in Grade 10 mathematics and English.
- To identify common and distinct factors across these two core subjects.
- To explore implications for learning and instructional research based on the congruence findings.
Main Methods:
- Factor analysis was employed to analyze learning environment and cognitive variables for both mathematics and English courses.
- Three common factors were extracted for each subject.
- Congruence between the factor structures of mathematics and English was assessed.
Main Results:
- Three common factors were identified in both mathematics and English courses.
- Procedural characteristics and cognitive factors showed high congruence between mathematics and English.
- A formative characteristics factor in mathematics was not congruent with the corresponding factor in English; however, learning environment variables yielded two factors that showed congruence across subjects when analyzed together.
Conclusions:
- While some learning environment and cognitive factors are congruent across mathematics and English, others are subject-specific.
- The findings suggest that instructional strategies may need to be tailored to address subject-specific learning environment characteristics.
- Further research is warranted to explore the implications of these congruence patterns for optimizing student learning and instructional design.