Journal articles: 'Learning ability'

1

DAVIS, ANDREW. "Ability and Learning." Journal of Philosophy of Education 22, no. 1 (July 1988): 45–57. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00176.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Yang, Jia, Fang-Fang Yan, Lijun Chen, Jie Xi, Shuhan Fan, Pan Zhang, Zhong-Lin Lu, and Chang-Bing Huang. "General learning ability in perceptual learning." Proceedings of the National Academy of Sciences 117, no. 32 (July 23, 2020): 19092–100. http://dx.doi.org/10.1073/pnas.2002903117.

Full text

Abstract:

Developing expertise in any field usually requires acquisition of a wide range of skills. Most current studies on perceptual learning have focused on a single task and concluded that learning is quite specific to the trained task, and the ubiquitous individual differences reflect random fluctuations across subjects. Whether there exists a general learning ability that determines individual learning performance across multiple tasks remains largely unknown. In a large-scale perceptual learning study with a wide range of training tasks, we found that initial performance, task, and individual differences all contributed significantly to the learning rates across the tasks. Most importantly, we were able to extract both a task-specific but subject-invariant component of learning, that accounted for 38.6% of the variance, and a subject-specific but task-invariant perceptual learning ability, that accounted for 36.8% of the variance. The existence of a general perceptual learning ability across multiple tasks suggests that individual differences in perceptual learning are not “noise”; rather, they reflect the variability of learning ability across individuals. These results could have important implications for selecting potential trainees in occupations that require perceptual expertise and designing better training protocols to improve the efficiency of clinical rehabilitation.

APA, Harvard, Vancouver, ISO, and other styles

3

Susanti, Melly, Meiffa Herfianti, Eska Prima Monique Damarsiwi, Feby elra perdim, and Joniswan. "Project-Based Learning Model to Improve Students ‘Ability." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 1378–87. http://dx.doi.org/10.37200/ijpr/v24i2/pr200437.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Madeira, Carlos. "Learning your own ability." Journal of Economic Dynamics and Control 121 (December 2020): 104026. http://dx.doi.org/10.1016/j.jedc.2020.104026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Sinaga, Nurul Afni, Fitri Ayu Ningtiyas, Rifaatul Mahmuzah, Yulia Zahara, and Islami Fatwa. "The Effect of Deductive-Inductive Learning Approach on Creative Thinking Ability and Learning Motivation." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 2 (August 6, 2023): 7–14. http://dx.doi.org/10.24114/paradikma.v16i2.46952.

Full text

Abstract:

Mathematics learning can impact the development of one's mindset in the learning environment. This process is obtained through teacher innovation which provides learning with various methods and approaches that align with what will be taught. Inductive-deductive is an approach that can help students' creative thinking processes and increase learning motivation. For this reason, this study wanted to see how effective and influential this approach is on the ability to think creatively and motivation to learn. The method used is a significant test using one sample t-test and one paired sample t-test. The results obtained are tcount values of 2.09 and 10.66 for the inductive-deductive class and -0.848 and -0.94 for the conventional class where the ttable value is 1.684. Whereas to see the effect of the approach obtained values of 6.149 and 6.344 with a ttable of 1.960. The value that is greater than the ttable states that the class is effective and has influence, so it can be concluded that the inductive-deductive approach is effective for critical thinking skills and learning motivation, while conventional classes are not used effectively. The inductive-deductive approach also influences students' creative thinking abilities and learning motivation.

APA, Harvard, Vancouver, ISO, and other styles

6

Mauliandari, Riana, Made Sumarwati, and Arif Setyo Upoyo. "Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation." Nurse Media Journal of Nursing 10, no. 3 (December 21, 2020): 329–38. http://dx.doi.org/10.14710/nmjn.v10i3.28660.

Full text

Abstract:

Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

APA, Harvard, Vancouver, ISO, and other styles

7

Panggabean, Yosephin Elisabeth, Mulyono Mulyono, and Humuntal Banjarnahor. "Differences in Improving Student's Problem Solving Mathematics Ability Using Problem Based Learning and Discovery Learning." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (June 29, 2023): 32–39. http://dx.doi.org/10.24114/paradikma.v16i1.42689.

Full text

Abstract:

This study was carried out with the aim of determining whether the improvement in mathematical problem solving ability of students taught by the PBL learning model was higher than students that taught using the DL learning model. In this study, the population was all class XI science students at Markus High School Medan. The type of research used is quasi experimental research. The research samples were selected using purposive sampling techniques (selection of samples based on certain characteristics). Furthermore, randomization was carried out on the two classes selected to be designated as experimental class I and experimental class II. Class XI IPA 1 was selected as a PBL experiment class with 30 students and class XI IPA 2 was selected as a DL experimental class with 30 students. This study used the Anakova test. Based on the results of the study, it can be said that: Students who are taught using the PBL models are higher than students who are taught using the DL model with F_count > F_table shows that in student’s mathematical problem solving ability there are differences, is 5.936 > 4.01.

APA, Harvard, Vancouver, ISO, and other styles

8

Tsunashima, Mayuko, Yuji Takano, and Shunji Awazu. "Spatial learning ability of silkworms." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 3AM—1–087–3AM—1–087. http://dx.doi.org/10.4992/pacjpa.78.0_3am-1-087.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Riddington, Geoff L. "Learning and Ability to Pay." Journal of Travel & Tourism Marketing 13, no. 1-2 (November 2002): 109–24. http://dx.doi.org/10.1300/j073v13n01_08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Corbett, Steven J. "Learning Disability and Response-Ability." Pedagogy 15, no. 3 (October 1, 2015): 459–75. http://dx.doi.org/10.1215/15314200-2917041.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Hallinan, Maureen T. "Ability Grouping and Student Learning." Brookings Papers on Education Policy 2003, no. 1 (2003): 95–124. http://dx.doi.org/10.1353/pep.2003.0005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Rettke, Horst, and Philippe Lyrer. "Learning ability of stroke patients." Pflege 15, no. 2 (April 1, 2002): 53–60. http://dx.doi.org/10.1024/1012-5302.15.2.53.

Full text

Abstract:

Einleitung: Akute Schlaganfallpatienten befinden sich in einer ihnen neuen, völlig veränderten Gesundheitssituation. Deren Komplexität wird durch mehrere Faktoren erhöht. Um die Gesundheitssituation so selbständig wie möglich meistern zu können, müssen die Betroffenen über entsprechendes Wissen verfügen. Dazu müssen sie lernfähig sein. Das Ziel dieser Studie war, die Frage nach dem Ausmaß der Lernfähigkeit zu beantworten, in welchem akute Schlaganfallpatienten fähig sind, gesundheits- und rehabilitationsbezogene Informationen aufzunehmen und wieder abzurufen. Die Hypothesen besagten, dass akute Schlaganfallpatienten dazu fähig sind, dass sich aber deren Leistungen je nach Läsionsort und gegenüber Patienten ohne Schlaganfall unterscheiden. Methode: Eine Gelegenheitsstichprobe ergab 12 Teilnehmer mit hemisphärischem Infarkt, acht Teilnehmer mit lakunärem Infarkt und neun Teilnehmer in der Vergleichsgruppe. Mittels strukturierter Befragung wurde der Wissensstand aller Teilnehmer erhoben. Dem schloss sich eine strukturierte Wissensvermittlung an, nach der wiederum der Wissensstand erhoben wurde. Nach fünf Tagen wurde die strukturierte Befragung nochmals vorgelegt. Resultate: Die Ergebnisse zeigen, dass akute Schlaganfallpatienten in der Lage sind, die gebotenen Informationen aufzunehmen und wieder abzurufen. Unterschiedliche Leistungen in Bezug auf den Läsionsort und Patienten ohne Schlaganfall konnten nicht nachgewiesen werden. Schlussfolgerungen: Die hier demonstrierte Fähigkeit dieser Patienten stellt eine Ressource für deren Rehabilitation in der Akutphase dar. Form und Inhalt der strukturierten Wissensvermittlung beugen einer zufälligen und inkonsistenten Wissensweitergabe vor. Dabei dürfen die situationsspezifischen Informationsbedürfnisse der Betroffenen nicht unbeachtet bleiben. Ebenso müssen die Informationsbedürfnisse von Angehörigen berücksichtigt werden. Weitere Forschung ist notwendig, um das Lernverhalten akuter Schlaganfallpatienten zu erhellen und den Nutzen strukturierter Wissensvermittlung für diese Patientengruppe nachzuweisen.

APA, Harvard, Vancouver, ISO, and other styles

13

Ernest, Carole H. "Ability differences and prose learning." Intelligence 15, no. 4 (October 1991): 455–77. http://dx.doi.org/10.1016/0160-2896(91)90007-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Yan, Wenfan. "Learning ability and memory monitoring." Intelligence 18, no. 2 (March 1994): 215–29. http://dx.doi.org/10.1016/0160-2896(94)90028-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Vorstenbosch, Marc A. T. M., Tim P. F. M. Klaassen, A. R. T. Rogier Donders, Jan G. M. Kooloos, Sanneke M. Bolhuis, and Roland F. J. M. Laan. "Learning anatomy enhances spatial ability." Anatomical Sciences Education 6, no. 4 (January 24, 2013): 257–62. http://dx.doi.org/10.1002/ase.1346.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kaufman, Scott Barry, Colin G. DeYoung, Jeremy R. Gray, Luis Jiménez, Jamie Brown, and Nicholas Mackintosh. "Implicit learning as an ability." Cognition 116, no. 3 (September 2010): 321–40. http://dx.doi.org/10.1016/j.cognition.2010.05.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Wacana, Gitit I. P. "Improving Student Learning Ability Through Communicative Language Learning Approach." J-SHMIC : Journal of English for Academic 7, no. 1 (February 29, 2020): 20–32. http://dx.doi.org/10.25299/jshmic.2020.vol7(1).4468.

Full text

Abstract:

This study aims to find out how students' speaking skills are developed through the Communicative Language Teaching approach. The significance of this research is to provide information for readers, especially for Pamona people as native speakers of the language, about the tenses in the Pamona language. Researchers used the Communicative Language Teaching (CLT) theory by Richard and Rodgers to develop students' speaking skills. The results of this study indicate that the objectives of this study have been achieved. The ability to speak English students successfully developed through the application of communicative language teaching approaches, through learning that triggers students to speak actively in the classroom through conversations as an exercise. In the first cycle all students attend the test. The results of the test in the first cycle were 12 students failed (33.3%) and 24 students (66.7%) passed. Achievement of the average grade of the class is also still low with a score of 65.8 grades C. Researchers then reflect on the learning process in this first cycle to be applied in the second cycle. In the second cycle, all students attend the test. The results of this test were 33 students (91.6%) successfully passed the test and 3 students (8.4%) failed. From the explanation of the results of the second cycle above, it appears that in this cycle the completeness criteria for class has been reached, in which 80% of the total number of students must achieve grades A, B or C or a value of more than 65. Students succeed in developing their English speaking skills because supported by teaching approaches that trigger students to speak and practice the functions of the language being learned.

APA, Harvard, Vancouver, ISO, and other styles

18

MIKAMI, Dan, and Masafumi HAGIWARA. "Self-growing Learning Vector Quantization with Additional Learning Ability." IEEJ Transactions on Electronics, Information and Systems 121, no. 10 (2001): 1620–26. http://dx.doi.org/10.1541/ieejeiss1987.121.10_1620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Yulianti, Deviana. "Problem Based Learning Learning Model improve Critical Thinking Ability." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 46. http://dx.doi.org/10.20961/shes.v3i4.53250.

Full text

Abstract:

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

APA, Harvard, Vancouver, ISO, and other styles

20

Bwegyeme, Jacinta, and John C. Munene. "Experiencial Learning; Learning Abilities That Enhance Problem Solving Ability." International Journal of Experiential Learning & Case Studies 6, no. 1 (September 25, 2021): 1–14. http://dx.doi.org/10.22555/ijelcs.v6i1.263.

Full text

Abstract:

Problem solving is one of the most critical aspects of an organization and a well thought out approach to problem solving has a direct correlation to an organization performance. The study sought to establish the effect of the four Kolb learning abilities (Concrete experience, reflective observation, abstract conceptualization and active experimentation) on problem solving ability of the administrators in a university setting in the academic registrar’s department. A cross sectional survey design was employed. The population consisted of all administrators in the Academic Registrar’s department registrar’s department in four Universities in Uganda. Using Kreicjie and Morgan Sample size determination table, out of the population of 191 administrators, a sample of 123 was drawn and 103 responded. Simple random sampling was employed to give equal chance to every administrator in the department .The findings indicate a significant association between all the Kolb learning abilities and problem solving while abstract conceptualization and active experimentation are predictors of problem solving. It is recommended that administrators in universities and similar organisations should be trained in abstract conceptualization and active conceptualization skills to enhance their problem solving ability. It is also recommended that further research be conducted in a larger sample of administrators.

APA, Harvard, Vancouver, ISO, and other styles

21

Zarei, Bagher, and Mohammad Reza Meybodi. "Improving learning ability of learning automata using chaos theory." Journal of Supercomputing 77, no. 1 (April 22, 2020): 652–78. http://dx.doi.org/10.1007/s11227-020-03293-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Wulf, Gabriele, and Rebecca Lewthwaite. "Conceptions of Ability Affect Motor Learning." Journal of Motor Behavior 41, no. 5 (October 8, 2009): 461–67. http://dx.doi.org/10.3200/35-08-083.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Siregar, Masyunita. "Alternative Learning Media Pre Reading Ability." Early Childhood Research Journal (ECRJ) 2, no. 1 (January 2, 2020): 9–13. http://dx.doi.org/10.23917/ecrj.v2i1.7466.

Full text

Abstract:

The ability to read early is an important ability given to children. Through reading skills, children will be able to gain other knowledge. Learning media is a tool for delivering material and facilitating learning activities. Learning to procure media to improve the ability to read the beginning that is appropriate for children's development is very necessary. Wrong-name learning media is one of the new media alternatives to improve initial reading skills. The purpose of this article is to add learning media to request the ability to read the beginning. And to add to the literature about the ability to read the beginning.

APA, Harvard, Vancouver, ISO, and other styles

24

Menggo, Sebastianus. "ENGLISH LEARNING MOTIVATION AND SPEAKING ABILITY." Journal of Psychology and Instructions 2, no. 2 (November 2, 2018): 70. http://dx.doi.org/10.23887/jpai.v2i2.15979.

Full text

Abstract:

The aim of communicative language teaching is enable learners to communicate in the target language. A learner is sued to perform the micro and macro components in each utterance produced. Consequently, students need to know the linguistics forms, meanings and functions of that target language. They need to know that many different forms can be used to perform a function and also that single form can often serve a variety of functions. Students must be able to choose from among these the most appropriate form, given the social context and manage the process of negotiating meaning with their interlocutors. However, knowing learner’s English learning motivation is an urgent variable to be considered in creating conducive atmosphere classroom which will raise the learners to do more toward speaking achievement. The aim of this study is to know and describe the English learning motivation affecting students’ speaking ability of 48 students of XI grade of science program at catholic senior of Saint Ignasius Loyola Labuan Bajo, West Flores, Indonesia. Correlation design with purposive procedure applied in this research. Data were collected through questionnaire, interview, and students’ speaking document. Result shows that motivation is significantly affecting students’ speaking ability.

APA, Harvard, Vancouver, ISO, and other styles

25

Susanto, Ratnawati. "Readiness for learning ability through experiences." COUNS-EDU: The International Journal of Counseling and Education 7, no. 1 (March 30, 2022): 1. http://dx.doi.org/10.23916/0020220735310.

Full text

Abstract:

Learning through experience is a process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting for the formation of a 4Cs-based student competency profile (communication, collaboration, creativity, critical thinking and problem solving) which is the basis for the needs of the 4.0 revolution era. The level of student learning readiness through experience is largely determined by the teacher's ability to implement pedagogic knowledge and pedagogical competency models. The purpose of this study was to examine the readiness of students' learning abilities through experiences that were formed through the contribution of the level of pedagogical knowledge abilities and pedagogic competence models from teachers. Quantitative research with data collection instruments using Likert scale questionnaires, data analysis techniques using smart PLS, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area II of the West Jakarta Municipal Education Sub-Department, DKI Jakarta Province. The sampling technique was done by purposive side. The results showed that: (1) there was a positive and significant contribution to the ability to implement pedagogic knowledge on the pedagogical competency model, (2) there was a positive and significant contribution to the ability to implement pedagogic knowledge on learning through experience, (3) there was a positive and significant contribution to the ability to implement the model. pedagogic competence on learning through experience, and (4) there is a dominant factor from each indicator as a construct forming variables that contribute to learning through experience.

APA, Harvard, Vancouver, ISO, and other styles

26

Nemade, Suyog. "Loan Repayment Ability Using Machine Learning." International Journal for Research in Applied Science and Engineering Technology 10, no. 7 (July 31, 2022): 4875–82. http://dx.doi.org/10.22214/ijraset.2022.45683.

Full text

Abstract:

Abstract: Loan lending has risen quickly around the world in recent years. The fundamental goal of loan lending is to eliminate intermediaries such as banks. Loan lending is a fantastic option to apply for a loan for a small business or an individual who does not have enough credit or a credit history. However, the basic issue with loan lending is information asymmetry in this paradigm, which may not accurately predict lending default risk. Lenders solely decide whether or not to finance the loan based on the information supplied by borrowers, resulting in imbalanced datasets containing uneven completely paid and default loans. Unfortunately, the unbalanced data are hostile to traditional machine learning approaches. In our case, models with no adaptive strategies would concentrate on learning the standard payback. However, the minority class's characteristics are crucial in the lending sector. We use re-sampling and cost-sensitive procedures to analyse unbalanced datasets in this work, in addition to multiple machine learning schemes for forecasting the default risk of loan lending. Furthermore, we validate our suggested strategy using Lending Club datasets. The experiment findings suggest that our proposed technique may effectively improve default risk prediction accuracy.

APA, Harvard, Vancouver, ISO, and other styles

27

Anderson, Vicki, and Gordon Stanley. "Ability Profiles of Learning Disabled Children." Australian Psychologist 27, no. 1 (March 1992): 48–51. http://dx.doi.org/10.1080/00050069208257574.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Tokada, D., T. Herman, and Suhendra. "Discovery Learning for Mathematical Literacy Ability." Journal of Physics: Conference Series 895 (September 2017): 012077. http://dx.doi.org/10.1088/1742-6596/895/1/012077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Deeley, M. A., and T. J. Benfey. "Learning ability of triploid brook trout." Journal of Fish Biology 46, no. 5 (May 1995): 905–7. http://dx.doi.org/10.1111/j.1095-8649.1995.tb01614.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Julià, Carme, and Juan Òscar Antolí. "Spatial ability learning through educational robotics." International Journal of Technology and Design Education 26, no. 2 (April 18, 2015): 185–203. http://dx.doi.org/10.1007/s10798-015-9307-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Gaulin, Steven J. C., and Randall W. Fitzgerald. "Sexual selection for spatial-learning ability." Animal Behaviour 37 (February 1989): 322–31. http://dx.doi.org/10.1016/0003-3472(89)90121-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Jones, Sue, and Gary Burnett. "Spatial Ability and Learning to Program." Human Technology: An Interdisciplinary Journal on Humans in ICT Environments 4, no. 1 (May 31, 2008): 47–61. http://dx.doi.org/10.17011/ht/urn.200804151352.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Coble, Daniel W., Gordon B. Farabee, and Richard O. Anderson. "Comparative Learning Ability of Selected Fishes." Canadian Journal of Fisheries and Aquatic Sciences 42, no. 4 (April 1, 1985): 791–96. http://dx.doi.org/10.1139/f85-101.

Full text

Abstract:

Fourteen species of freshwater fish were trained to execute a simple conditioned response in a shuttle box – to move in response to light to avoid an electrical shock. There was no relation between learning ability and phylogenetic position. Better learners included striped bass (Morone saxatilis), bigmouth buffalo (Ictiohus cyprinellus), common carp (Cyprinus carpio), and channel catfish (Ictalurus punctatus). Bluegill (Lepomis macrochirus) and northern pike (Esoxlucius) were poor learners. Yellow perch (Perca flavescens) and redbelly tilapia (Tilapia zilli) could not be trained. Some fish retained their learned behavior for months, although performance deteriorated with time. Older channel catfish learned better than juveniles, but there was no difference between juvenile and older largemouth bass (Micropterus salmoides). Temperature (18–28 °C) and feeding level (ranging from starvation for 25 d to ad libitum) did not affect learning of channel catfish, but the protozoan disease, ichthyophthiriasis, and perhaps our treatment of fish for the disease retarded it.

APA, Harvard, Vancouver, ISO, and other styles

34

Hook, Elaine. "Asynchronous learning in high ability children." Early Years Educator 11, no. 5 (September 2009): 38–44. http://dx.doi.org/10.12968/eyed.2009.11.5.44381.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Chen, Qi, Jennifer Francis, and Wei Jiang. "Investor learning about analyst predictive ability." Journal of Accounting and Economics 39, no. 1 (February 2005): 3–24. http://dx.doi.org/10.1016/j.jacceco.2004.01.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Nȩcka, Edward, Marzena Machera, and Elżbieta Miklas. "Incidental learning, intelligence, and verbal ability." Learning and Instruction 2, no. 2 (January 1992): 141–53. http://dx.doi.org/10.1016/0959-4752(92)90028-k.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Collins, Mike F., and John K. Hewitt. "Strain differences in learning ability in." Behavioural Processes 10, no. 1-2 (January 1985): 174. http://dx.doi.org/10.1016/0376-6357(85)90140-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Herdiyanus Warae, Putriani Ndruru, and Restu Dohude. "STUDENTS' MATHEMATICAL REASONING ABILITY IN LEARNING." AFORE : Jurnal Pendidikan Matematika 1, no. 2 (January 21, 2023): 138–47. http://dx.doi.org/10.57094/afore.v1i2.575.

Full text

Abstract:

The research used a qualitative research approach with a descriptive research type. The informants in this study were class X SMK in Lolomaya Village. Data collection carried out in this study were tests and interviews. The test is used to determine students' mathematical reasoning abilities by using 5 item description questions that contain reasoning. Interviews were conducted to find out in depth students' mathematical reasoning abilities in solving mathematical problems which were attended by 6 students out of 10 students who were selected based on student abilities, namely 2 students with high abilities, 2 students with moderate abilities and 2 students with low abilities. The results of this study are (1) high ability students fulfill the indicators by making conjectures; perform mathematical manipulations; compiling evidence; draw conclusions from a statement and check the validity of an argument. (2) students who are capable of fulfilling the indicators submit conjectures and check the validity of an argument. (3) students who have low ability to meet the indicators submit conjectures

APA, Harvard, Vancouver, ISO, and other styles

39

Jo, Hye-Young. "Effect of Community-linked Major Study Program on Learning Ability, Self-directed Learning Ability and Problem-solving Ability in S University." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 5 (March 15, 2021): 463–73. http://dx.doi.org/10.22251/jlcci.2021.21.5.463.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Park, Ae Ran. "The Effects of Nursing Students’ Experience of Flipped Learning on Critical Thinking Ability, Problem-Solving Ability, and Self-Directed Learning Ability." Korean Health & Fundamental Medical Science Society 16, no. 2 (December 31, 2023): 182–88. http://dx.doi.org/10.37152/kmhs.2023.16.2.182.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Son, Se-Jung. "The Effects of Simulation Education on Self-directed Learning Ability, Learning Flow, and Problem Solving Ability." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 14 (July 1, 2017): 473–86. http://dx.doi.org/10.22251/jlcci.2017.17.14.473.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Park, Heesook, Youngjin Kim, and Dong Sook Choi. "The Effects of Team-Based Learning on Problem Solving Ability, Communication Ability, and Self-directed Learning." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 9 (September 30, 2017): 599–611. http://dx.doi.org/10.14257/ajmahs.2017.09.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Ma, XiaoRui. "Influence Study of Learners’ Independent Learning Ability on Learning Performance in Online Learning." International Journal of Emerging Technologies in Learning (iJET) 17, no. 09 (May 10, 2022): 201–13. http://dx.doi.org/10.3991/ijet.v17i09.30925.

Full text

Abstract:

In this paper, questionnaires regarding the influence of learners’ autonomous learning ability on learning performance in online learning were designed, and the mediating role played by deep learning orientation in the effect of autonomous learning ability on learning performance was analyzed. The results revealed that the overall Cronbach’s α coefficient of the questionnaire was 0.884, the KMO value was 0.817, and the corresponding P value was 0.000, manifesting the good reliability and validity of this questionnaire. The learning performance could be obviously influenced by four aspects of autonomous learning ability: preparation of technology and target plan, utilization of materials in learning contents, regulation of learning process, and evaluation of learning effect. Deep learning orientation played a complete mediating role in the promoting effect of autonomous learning ability on learning performance. Learning frequency exerted a significant (0.01) influence on learning performance. Results are of considerable importance to enriching the literature on online learning environments and the development of autonomous learning ability, helping learners to cultivate autonomous learning ability, and enhancing the effectiveness of guidance provided by teachers to learners in online learning environments.

APA, Harvard, Vancouver, ISO, and other styles

44

Ha, Ju-Young. "Learning style, Learning attitude, and Self-directed Learning ability in Nursing Students." Journal of Korean Academic Society of Nursing Education 17, no. 3 (December 31, 2011): 355–64. http://dx.doi.org/10.5977/jkasne.2011.17.3.355.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Kwon, Youngae, and Hyejin Park. "Analysis of the Relationship between Learning Attitude, Self-directed Learning Ability, Learning Flow, Problem Solving Ability of Learning Community Participants: Focusing on the Extracurricular." Korean Society of Culture and Convergence 44, no. 7 (July 31, 2022): 205–13. http://dx.doi.org/10.33645/cnc.2022.7.44.7.205.

Full text

Abstract:

This study explored the relationship between learning attitude, self-directed learning ability, learning flow, and problem-solving ability of students who participated in the learning community program. For this purpose, a survey was conducted with students who participated in the learning community. The study results are as follows. First, learning attitude and self-directed learning ability were found to have a significant effect on learning flow. Second, learning attitude and self-directed learning ability were found to have a significant effect on problem solving. Third, as a result of analyzing the mediating effect of learning flow in the effect of learning attitude and self-directed learning ability on problem-solving ability, it was found to have a partial mediating effect. It can be seen that in collaborative learning situations, students maintain a positive learning attitude to achieve their learning goals and have a positive effect on learning outcomes through learning flow experiences.

APA, Harvard, Vancouver, ISO, and other styles

46

Creighton, Emma. "Equine learning behaviour: Limits of ability and ability limits of trainers." Behavioural Processes 76, no. 1 (September 2007): 43–44. http://dx.doi.org/10.1016/j.beproc.2006.11.008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Marantika, Juliaans Eliezer Rulland. "Metacognitive ability and autonomous learning strategy in improving learning outcomes." Journal of Education and Learning (EduLearn) 15, no. 1 (February 1, 2021): 88–96. http://dx.doi.org/10.11591/edulearn.v15i1.17392.

Full text

Abstract:

The purpose of this study is to analyze the relationship between metacognitive ability and learning autonomy as a strategy for improving student learning outcomes. Metacognition has a major contribution to the success of learners because it is mainly concerned with the process of thinking. For this reason, the classroom environment must be designed to allow learners the opportunity to autonomously determine their learning strategies. Autonomous learning itself has a close relationship with the ability of learners to express, be more creative, have self-esteem, and understand conceptual learning that is more challenging. The method used in this research is the descriptive correlational method, with a sample of 30 students from the Department of Language and Arts. The research sample was students from the first semester of 2018/2019, who were chosen randomly. Data were collected through questionnaires and tests. The results showed that there was a significant correlation between metacognitive ability, learner’s autonomy, and learning outcomes in Indonesian language courses. These results indicate that there is an encouragement for students to increase their learning capacity for themselves. Also, they are encouraged to develop their learning strategies and have the opportunity to make decisions, especially in developing ideas.

APA, Harvard, Vancouver, ISO, and other styles

48

Lilawati, Emi, Dian Kusuma Wardani, and Alfi Qurrota Aini. "MURDER Using Learning to Improve Understanding Motivation and Learning Ability." SCHOOLAR: Social and Literature Study in Education 2, no. 1 (June 4, 2022): 22–25. http://dx.doi.org/10.32764/schoolar.v2i1.1441.

Full text

Abstract:

This study aims to determine the influence of Murder (cooperative) learning on learning outcomes reviewed from students' learning understanding and motivation. This study uses quantitative method with a type of questionnaire involving students of grade X SMK PGRI 2 Jombang with a population of 322 students, with a sample of 76 students randomly selected, data retrieval using questionnaires as data collection to find out how MURDER learning can motivate students. The results showed that the validity test results that have been conducted in this study showed that all questionnaire items (X1) were valid with a total score of Sig. greater than 0.227 and person correlation was positive. The results of the reliability test were then compared with the table r in this study N=76 and dk = 76 – 2 =74 with a significant level of 5% so that the table r value = 0.227. If r calculates ≥ r table then reliable question items, From the SPSS output results it appears that the significant value in the questionnaire 0.002 > .01 so it can be said that the data spread following the spread normal, and Hypothesis Test in this study shows that Murder learning has an effect on student learning.

APA, Harvard, Vancouver, ISO, and other styles

49

Sugiharti*, Gulmah, and Wan Azura. "Learning Model And Logical Thinking Ability in Redox Reaction Learning." Jurnal Pendidikan Sains Indonesia 9, no. 4 (October 15, 2021): 590–601. http://dx.doi.org/10.24815/jpsi.v9i4.20076.

Full text

Abstract:

The implementation of the 2013 curriculum has not been fully implemented in Private High School Angkasa Medan , because teachers do not fully understand the learning model that must be used. This has an impact on the results of student chemistry learning that not all students are able to achieve the set minimum completeness score target of 75. This study is about the application of learning models and the ability to think logically in redox learning in class X Private High School Angkasa Medan. The population consisted of 6 class X students and the sample was taken purposively by setting 2 classes for the research sample. Both classes are taught with two models, with a combination of factorial 2 X 2. There are two factors tested, namely factor A in the form of a learning model consisting of Problem Based Learning (PBL) and Direct Instruction (DI) models, factor B: logical thinking ability high and low logical thinking ability. Data analysis techniques using 2-way ANOVA. Based on the hypothesis test at a significant level of α = 0.05, it shows that there is an influence of the learning model and students' logical thinking ability on the learning outcomes of topic redox chemistry, and there is an interaction between the learning model and the ability to think logically towards the redox learning outcomes. The results of the BNT advanced test indicate that the Problem Based Learning Model is better than the Direct Instruction model on topic redox chemistry learning.

APA, Harvard, Vancouver, ISO, and other styles

50

Siriwongs, Phalaunnaphat. "Developing Students’ Learning Ability by Dint of Self-Directed Learning." Procedia - Social and Behavioral Sciences 197 (July 2015): 2074–79. http://dx.doi.org/10.1016/j.sbspro.2015.07.577.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Learning ability'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles