Simultaneous Impact Of Juxtaposed Learning Theories On Learner Information Processing Ability For Cognitive Growth And Development

Abstract

The scientific knowledge base that undergirds and serves as a nexus to unravel the complexity of the ubiquitous but subtle factors to learn maximally is couched in the fields of educational psychology (specifically, cognitive psychology) and educational neuroscience. Within this ambit, the researcher sought to investigate the mental dynamics that are primary, draw, and necessitate attention prior to information becoming knowledge to learners in the classroom. Hence, the appropriate topic for the study as conceived by the researcher is, The simultaneous impact of juxtaposed learning theories on learner information processing ability for cognitive growth and development. The dynamics of learning studied and explained in this study, align with the researcher’s inquisitiveness regarding “How best to teach learners, so that they can learn best.” Thus, the study appeals to teachers for the need to take recourse to the required considerations of juxtaposed learning theories in the classroom towards the enhancement of learners’ information processing abilities. The considerations are encapsulated in the qualitative behaviours of learner’s conscious awareness, cognitive engagement, and metacognitive engagement. The study irradiated the research paradigm, research design, and the research survey method (sample, data collection, and data analysis) employed to answer the research questions and to statistically reject, or fail to accept, the stipulated hypotheses of the study. A questionnaire was designed as a research instrument to collect data. Furthermore, the validity and reliability tests, as well as tests for statistical assumptions were conducted. Inferential statistics were employed to test the Hierarchical Linear Model (HLM) hypotheses and the Structural Equation Model (SEM) hypotheses. It is proper to conclude that from the researcher’s suggested model MEIPAC (Model to Engender Information Processing Ability in the Classroom), the variables germane to information processing by the learners, and the variables that undergird good and successful teachers in facilitating effective and efficient processing of information by learners, are paramount. The results, discussions, and recommendations of the study, therefore, attest to the latter, and the need for teachers to heed The simultaneous impact of juxtaposed learning theories on learner information processing ability for cognitive growth and development.