TY - JOUR AU - Bunterm, Tassanee AU - Srikoon, Sanit AU - Nethanomsak, Teerachai AU - Ngang, Tang Keow PY - 2017/06/28 Y2 - 2024/03/29 TI - A COMPARATIVE STUDY OF THE EFFECTS OF THE NEUROCOGNITIVE-BASED MODEL AND THE CONVENTIONAL MODEL ON LEARNER ATTENTION, WORKING MEMORY AND MOOD JF - Malaysian Journal of Learning and Instruction JA - MJLI VL - 14 IS - 1 SE - Articles DO - 10.32890/mjli2017.14.1.4 UR - https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.4 SP - 83-110 AB - <div><strong>Purpose</strong>&nbsp;– The attention, working memory, and mood of learners&nbsp;are the most important abilities in the learning process. The&nbsp;importance of these abilities has led the researchers to undertake&nbsp;the present study. This study was concerned with the comparison&nbsp;of contextualized attention, working memory, and mood through a&nbsp;neurocognitive-based model (5P) and a conventional model (5E).&nbsp;It sought to examine the significant change in attention, working&nbsp;memory, and mood of Grade 9 students after the intervention of a&nbsp;neurocognitive-based model (5P) and a conventional model (5E) in&nbsp;an experimental group and a control group, respectively.</div><div><br><strong>Methodology</strong>&nbsp;– A total of 76 out of 324 Grade 9 students were&nbsp;randomly selected from a high school located in Mahasarakham&nbsp;province, Thailand. A pre-test and post-test control group design&nbsp;was employed. The neurocognitive-based model (5P) was developed&nbsp;utilizing a neurocognitive-based theory and was implemented in the&nbsp;experiment group, while the conventional model (5E) was used in&nbsp;the control group. Three types of psychological tests were utilized&nbsp;as research instruments, namely the attention computerized battery&nbsp;test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to&nbsp;analyse the effect of these instructional models on student attention,&nbsp;working memory, and mood in Grade 9.</div><div>&nbsp;</div><div><strong>Findings</strong>&nbsp;– The findings revealed that the overall attention, working&nbsp;memory, and mood conditioning mean score of the neurocognitivebased&nbsp;model (5P) interventions were better than in the conventional&nbsp;model. In conclusion, the results revealed that neurocognitive based&nbsp;contextualization had more effect on the attention, working&nbsp;memory, and mood of Grade 9 students than conventional model&nbsp;(5E) contextualization.</div><div><br><strong>Significance</strong>&nbsp;– The findings have contributed significantly to current&nbsp;knowledge on the effectiveness of the neurocognitive-based model&nbsp;(5P) to enhance student learning outcomes in terms of attention,&nbsp;working memory and mood.</div><p>&nbsp;</p> ER -