Do All Students Benefit Equally From Cognitively Activating Teaching? The Role of Cognitive Processing Skills (Poster 17)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Novel Evidence on School Effectiveness and School Improvement

Abstract

Cognitively activating teaching is considered pivotal for student learning. Yet, it remains open to investigation whether different students benefit differently from this type of teaching. Aiming to address this gap, we explored whether the effect of students’ self-reported cognitive activation on their learning in two mathematics tests—one focusing on reasoning and the other on knowing and applying—is moderated by students’ cognitive processing skills. Our results suggested that the effect of cognitive activation on student reasoning was more pronounced for students with higher cognitive processing skills. As such, this study underlines the importance of enhancing student cognitive processing skills as they appear to moderate the effect of cognitively activating teaching on certain types of student learning.

Authors

• Charalambos Y. Charalambous, University of Cyprus
  Presenting Author

• Sergios Charalambous Sergiou, University of Cyprus
  Presenting Author

• George Georgiou, University of Alberta
  Presenting Author