Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to examine the possibility of
diagnosing community college students' cognitive functioning abilities,
in social science content areas, by means of a Piagetian type clinical
diagnosis. In addition, analyses were made to determine the relationships
between isolated constructs of cognitive functioning and certain
demographic variables. The initial expectation was that factor analysis
would yield constructs aligned with constructs of cognitive functioning
delineated by Piaget. It was also expected that the diagnosis would
significantly distinguish between the three strata of subjects as the
strata were formed on the basis of the subjects' past levels of academic
performance. On the other hand, it was not expected that the diagnosis
would be discriminatory in reference to other demographic variables
studied. Observation of the results of the factor analysis confirmed
the expectations regarding the Piagetian aligned factor structure of the
diagnosis and offered a construct validity and reliability estimate of
approximately .86. Observation of the results of the relational studies
served to support the stated expectations except that measures related
to three of the constructs were discriminatory along the dimension of
sex.
Twelve factors or constructs aligned with Piaget's theory were
isolated. The constructs represented both a concrete operational and
an abstract operational level of cognitive functioning for most of the
cognitive tasks diagnosed. Seven of the factors discriminated significantly
(p<.001) between the strata and, in all cases, discriminated in
favor of stratum three, the stratum with highest past level of academic
performance. The subjects in the stratum with the lowest level of
academic performance, stratum one, and frequently stratum two subjects
were functioning at a concrete operational level during the diagnosis.
The important findings of this research necessitate
immediate and continuous research of Piagetian remediation approaches
based on the diagnosis and remediation of the learner's cognitive functioning
abilities.
diagnosing community college students' cognitive functioning abilities,
in social science content areas, by means of a Piagetian type clinical
diagnosis. In addition, analyses were made to determine the relationships
between isolated constructs of cognitive functioning and certain
demographic variables. The initial expectation was that factor analysis
would yield constructs aligned with constructs of cognitive functioning
delineated by Piaget. It was also expected that the diagnosis would
significantly distinguish between the three strata of subjects as the
strata were formed on the basis of the subjects' past levels of academic
performance. On the other hand, it was not expected that the diagnosis
would be discriminatory in reference to other demographic variables
studied. Observation of the results of the factor analysis confirmed
the expectations regarding the Piagetian aligned factor structure of the
diagnosis and offered a construct validity and reliability estimate of
approximately .86. Observation of the results of the relational studies
served to support the stated expectations except that measures related
to three of the constructs were discriminatory along the dimension of
sex.
Twelve factors or constructs aligned with Piaget's theory were
isolated. The constructs represented both a concrete operational and
an abstract operational level of cognitive functioning for most of the
cognitive tasks diagnosed. Seven of the factors discriminated significantly
(p<.001) between the strata and, in all cases, discriminated in
favor of stratum three, the stratum with highest past level of academic
performance. The subjects in the stratum with the lowest level of
academic performance, stratum one, and frequently stratum two subjects
were functioning at a concrete operational level during the diagnosis.
The important findings of this research necessitate
immediate and continuous research of Piagetian remediation approaches
based on the diagnosis and remediation of the learner's cognitive functioning
abilities.
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