The Impact of Achievements in Mathematics on Cognitive Ability in Primary School
Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 10...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-06-01
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| Series: | Brain Sciences |
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| Online Access: | https://www.mdpi.com/2076-3425/12/6/736 |
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| author | Irina Kliziene Asta Paskovske Ginas Cizauskas Aldona Augustiniene Berita Simonaitiene Ramunas Kubiliunas |
| author_facet | Irina Kliziene Asta Paskovske Ginas Cizauskas Aldona Augustiniene Berita Simonaitiene Ramunas Kubiliunas |
| author_sort | Irina Kliziene |
| collection | DOAJ |
| description | Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A <i>diagnostic test of cognitive abilities</i> (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data management (classification), and construction of combinations. <i>Achievements in mathematics:</i> they were collected systematically using short- and medium-term mathematics tests, and the levels of achaievement were defined of grade 4 primary school students to assess individual learner performance, anticipate their learning strengths and weaknesses, and shape their subsequent learning process. Results: With regard to the relationships between cognitive functions and achievement level, Spearman’s correlation analysis revealed the relationships between the following cognitive functions: systematic exploration and spatial orientation (Spearman q = 0.276, <i>p</i> = 0.022), systematic exploration and designing an algorithm development (Spearman q = 0.351, <i>p</i> = 0.003), spatial orientation and data management (Spearman q = 0.274, <i>p</i> = 0.023), sequencing and combination construction (Spearman q = 0.275, <i>p</i> = 0.022), and sequencing and recognizing and understanding relationships (Spearman q = 0.243, <i>p</i> = 0.044). Conclusions: (1) The internal validity of the diagnostic test of cognitive abilities was supported by significant correlations between cognitive functions and mathematics achievement. This suggests that this methodology of the diagnostic cognitive ability test can be used to assess the cognitive abilities of primary school students. (2) The diagnostic test of cognitive abilities showed that the majority of primary school students reached higher levels of achievement in a systematic inquiry (systematic, non-impulsive, planned behavior when collecting data or checking information). A difference was observed in the ability of students to navigate in space and follow directions for primary school students at a satisfactory or higher level. Primary school students’ performance in identifying the rule for the sequencing of elements, finding missing elements, and extending the sequences was at the basic and advanced levels. (3) The results of the study showed the reciprocal correlation between achievements in mathematics and cognitive function of primary school students. The two phases that caused difficulties for students were revealed: understanding the problem and carrying out the plan phase. |
| first_indexed | 2024-03-10T00:16:27Z |
| format | Article |
| id | doaj.art-ea928ff6b41344fa88f28aa22f44133d |
| institution | Directory Open Access Journal |
| issn | 2076-3425 |
| language | English |
| last_indexed | 2024-03-10T00:16:27Z |
| publishDate | 2022-06-01 |
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| record_format | Article |
| series | Brain Sciences |
| spelling | doaj.art-ea928ff6b41344fa88f28aa22f44133d2023-11-23T15:50:36ZengMDPI AGBrain Sciences2076-34252022-06-0112673610.3390/brainsci12060736The Impact of Achievements in Mathematics on Cognitive Ability in Primary SchoolIrina Kliziene0Asta Paskovske1Ginas Cizauskas2Aldona Augustiniene3Berita Simonaitiene4Ramunas Kubiliunas5Educational Research Group, Institute of Social Science and Humanity, Kaunas University of Technology, 44249 Kaunas, LithuaniaStudy Programme “Information Technologies of Distance Education”, Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, LithuaniaDepartment of Mechanical Engineering, Faculty of Mechanical Engineering and Design, Kaunas University of Technology, 44249 Kaunas, LithuaniaEducational Research Group, Institute of Social Science and Humanity, Kaunas University of Technology, 44249 Kaunas, LithuaniaEducational Research Group, Institute of Social Science and Humanity, Kaunas University of Technology, 44249 Kaunas, LithuaniaDepartment of Software Engineering, Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, LithuaniaCognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A <i>diagnostic test of cognitive abilities</i> (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data management (classification), and construction of combinations. <i>Achievements in mathematics:</i> they were collected systematically using short- and medium-term mathematics tests, and the levels of achaievement were defined of grade 4 primary school students to assess individual learner performance, anticipate their learning strengths and weaknesses, and shape their subsequent learning process. Results: With regard to the relationships between cognitive functions and achievement level, Spearman’s correlation analysis revealed the relationships between the following cognitive functions: systematic exploration and spatial orientation (Spearman q = 0.276, <i>p</i> = 0.022), systematic exploration and designing an algorithm development (Spearman q = 0.351, <i>p</i> = 0.003), spatial orientation and data management (Spearman q = 0.274, <i>p</i> = 0.023), sequencing and combination construction (Spearman q = 0.275, <i>p</i> = 0.022), and sequencing and recognizing and understanding relationships (Spearman q = 0.243, <i>p</i> = 0.044). Conclusions: (1) The internal validity of the diagnostic test of cognitive abilities was supported by significant correlations between cognitive functions and mathematics achievement. This suggests that this methodology of the diagnostic cognitive ability test can be used to assess the cognitive abilities of primary school students. (2) The diagnostic test of cognitive abilities showed that the majority of primary school students reached higher levels of achievement in a systematic inquiry (systematic, non-impulsive, planned behavior when collecting data or checking information). A difference was observed in the ability of students to navigate in space and follow directions for primary school students at a satisfactory or higher level. Primary school students’ performance in identifying the rule for the sequencing of elements, finding missing elements, and extending the sequences was at the basic and advanced levels. (3) The results of the study showed the reciprocal correlation between achievements in mathematics and cognitive function of primary school students. The two phases that caused difficulties for students were revealed: understanding the problem and carrying out the plan phase.https://www.mdpi.com/2076-3425/12/6/736primary educationcognitive abilitymathematics achievementproblem solving |
| spellingShingle | Irina Kliziene Asta Paskovske Ginas Cizauskas Aldona Augustiniene Berita Simonaitiene Ramunas Kubiliunas The Impact of Achievements in Mathematics on Cognitive Ability in Primary School Brain Sciences primary education cognitive ability mathematics achievement problem solving |
| title | The Impact of Achievements in Mathematics on Cognitive Ability in Primary School |
| title_full | The Impact of Achievements in Mathematics on Cognitive Ability in Primary School |
| title_fullStr | The Impact of Achievements in Mathematics on Cognitive Ability in Primary School |
| title_full_unstemmed | The Impact of Achievements in Mathematics on Cognitive Ability in Primary School |
| title_short | The Impact of Achievements in Mathematics on Cognitive Ability in Primary School |
| title_sort | impact of achievements in mathematics on cognitive ability in primary school |
| topic | primary education cognitive ability mathematics achievement problem solving |
| url | https://www.mdpi.com/2076-3425/12/6/736 |
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