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Kajian Mengenai Stail Kognitif Pelajar dengan Prestasi Akademik Jurusan Teknologi Maklumat

Faziha, Abd. Malek (2004) Kajian Mengenai Stail Kognitif Pelajar dengan Prestasi Akademik Jurusan Teknologi Maklumat. Masters thesis, Universiti Utara Malaysia.

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Abstract

The study is on the cognitive style of students of information technology and their academic performance. The cognitive style is studied on the most dominant style used
by the students and the institutional influence to the style. The cognitive style influence by institutional and the individual himself. Three types of instructional
theories represent three different cognitive styles. Instructional theory of mastery based on the individual ability to master the intellectual skills without any help from other factors. The motivational theory of instruction shows the institutional influence to the style. The institution refers to the environmental input that helps in the development of cognitive style. The structural learning theory shows the structural style. The student depends on himself in this type of cognitive style. These three types of cognitive styles will be seen its relationship with academic performance. In this
exploratory study, 135 questionnaires were distributed to the students in third year. The findings have shown the most dominant cognitive style of the students influence
by the institution which was the motivational instructional theory. Then it followed by structural style which was the structural learning theory and mastery cognitive style represented by instructional theory of mastery.

Item Type: Thesis (Masters)
Supervisor : UNSPECIFIED
Item ID: 1177
Uncontrolled Keywords: Cognitive Style, Students, University, Academic Performance
Subjects: L Education > LB Theory and practice of education > LB1050.9-1091 Educational psychology
Divisions: Faculty and School System > Faculty of Business Management
Date Deposited: 25 Jan 2010 04:45
Last Modified: 24 Jul 2013 12:10
Department: Faculty of Business Management
URI: https://etd.uum.edu.my/id/eprint/1177

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