The relationship between student cognitive functioning and curriculum diversification and ethnic culture differences

dc.creator	Saad Fathy Shawer
dc.date	2010-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:08Z
dc.date.available	2015-08-12T11:19:08Z
dc.identifier	2150-6477
dc.identifier	https://doaj.org/article/993fd93e0c5d40eab29efc91967ac04b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27389
dc.description	This study examines the relationship between student cognitive functioning and curriculum diversification, Arabic-speaking students’ patterns of strategy use, and how Arab learners differ from other ethnic groups in their learning strategy use. The study made use of survey research (research strategy), standardized questionnaires (data collection method), and MANOVA (Lambda) and ANOVA (Scheffé) (data analysis techniques). Working with college EFL students, the results indicate a relationship between course diversification and student use of compensation (but not memory, cognitive, metacognitive, affective, and social) strategies in favour of the scientific track of study. Arab learners were frequent users of metacognitive and social strategies but moderate users of memory, cognitive, compensation, and affective strategies. Disagreement about establishing a relationship between ethnic culture and patterns of strategy use continue. The study casts serious doubt on unmediated deterministic relationships between ethnic culture and cognitive functioning. It recommends more recognition of influential cognitive factors, including curriculum designs, instructional strategies, strategy training, and individual differences as more decisive in learning strategy use than ethnicity. Clear identification of effective cognitive strategies can guide classroom-level and school-level curriculum developments and facilitate curriculum implementation.
dc.language	English
dc.publisher	Nonpartisan Education Review
dc.relation	http://www.nonpartisaneducation.org/Review/Articles/v6n2.htm
dc.relation	https://doaj.org/toc/2150-6477
dc.source	Nonpartisan Education Review , Vol 6, Iss 2, Pp 1-19 (2010)
dc.subject	learning strategies
dc.subject	diversification
dc.subject	differentiation
dc.subject	curriculum and instruction
dc.subject	ethnicity
dc.subject	foreign language learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The relationship between student cognitive functioning and curriculum diversification and ethnic culture differences
dc.type	article