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Feedback: Conceptual Framework Input Process Output

The document outlines the conceptual framework of a study that examines the relationship between cognitive development, learning styles, and academic achievement of senior high school students. It involves selecting respondents, gathering information from references, distributing and collecting questionnaires and interview data. The study hypothesizes that there is no significant relationship between cognitive styles, academic achievement, and the type of instructional environment (multimedia vs. traditional). It specifically looks at field independent and field dependent cognitive styles.

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Jane Sandoval
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9K views2 pages

Feedback: Conceptual Framework Input Process Output

The document outlines the conceptual framework of a study that examines the relationship between cognitive development, learning styles, and academic achievement of senior high school students. It involves selecting respondents, gathering information from references, distributing and collecting questionnaires and interview data. The study hypothesizes that there is no significant relationship between cognitive styles, academic achievement, and the type of instructional environment (multimedia vs. traditional). It specifically looks at field independent and field dependent cognitive styles.

Uploaded by

Jane Sandoval
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

CONCEPTUAL FRAMEWORK

Input Process Output

 Addresses relationship of
 Name:  Selecting
Cognitive Development
 Age: respondents
and Learning Styles.
 Sex:  Gathering
 Introduce positive
 Track/Strand information from
relationship between
other references
cognitive styles (Field
 Distribution of
Independent & Field
questionnaire
Dependent) and
 Collection of the
academic achievement.
data through

questionnaire and

interview

FEEDBACK

“
“The relationship of Cognitive Development and Learning Styles of the Senior High School
Students of AMA CC Paranaque Branch”
Hypotheses of the study

H01: There exists no significant relationship between cognitive styles and

academic achievement of Senior High Students of AMA CC Paranaque Branch

in multimedia instructional environment.

H02: There exists no significant relationship between field independent cognitive

style and academic achievement of Senior High Students of AMA CC Paranaque

Branch in multimedia instructional environment.

H03: There exists no significant relationship between field dependent cognitive

style and academic achievement of Senior High School Students of AMA CC

Paranaque Branch in multimedia instructional environment.

H04: There exists no significant relationship between cognitive styles and

academic achievement of Senior High School Students of AMA CC Paranaque

Branch in traditional instructional environment.

H05: There exists no significant relationship between field independent cognitive

style and academic achievement of Senior High School Students of AMA CC

Paranaque Branch in traditional instructional environment.

H06: There exists no significant relationship between field dependent cognitive

style and academic achievement of Senior High School Students of AMA CC

Paranaque Branch in traditional instructional environment.

CONCEPTUAL FRAMEWORK Input Process Output  Addresses relationship of Cognitive De
Hypotheses of the study H01: There exists no significant relationship between cognitive styles and academic achievem

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