Article

Thinking Styles and Academic Achievement Among Filipino Students

College of Education, De La Salle University, Manila, Philippines.
The Journal of Genetic Psychology (Impact Factor: 0.69). 07/2002; 163(2):149-63. DOI: 10.1080/00221320209598674
Source: PubMed

ABSTRACT

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to acade micachievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.

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Available from: Allan B. I. Bernardo
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    • "Research on mental self-government is well represented in the literature, and the theory has been tested in a number of different regions, including the United States (Richmond, Krank, & Cummings, 2006), China (Zhang, 2005), Hong Kong (Zhang, 1999), Taiwan (Tsai, Chang, Lin, & Yeh, 2007), the Philippines (Bernardo, Zhang, & Callueng, 2002), India (Atttri, 2014), and Jordan (Turki, 2012). Additionally, a number of studies have been conducted to inspect the correlation between thinking styles and other variables, such as personality (Zhang, 2002a), cognitive development (Zhang, 2002b), academic performance (Bernardo et al., 2002), learning styles (Zhang & Sternberg, 2000), and teaching styles (Zhang, 2008). "

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    • "The CTC approach is a very well known approach in most schools and institutions around the world since it was used before learner-centered practices became the trend (Adib-Hajbaghery & Aghajani, n.d.). According to an article, several researchers have discovered that the Philippine educational system seems to emphasize on educational goals that are related to attainment and the mastery of prede$ned and pre-described knowledge and skills (Bernardo, Zhang, & Callueng, 2002). The researcher, having resided in the Philippines for more than ten years and having been exposed to the CTC approach in several schools in the Philippines, attests to the fact that a lot of Philippine schools, both public and private, utilize the conventional teacher-centered model in their curriculum. "
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    ABSTRACT: In the past few decades, nonconventional learner-centered (NLC) trends in ELT have emerged amidst the current and dominant conventional teacher-centered (CTC) approaches used by majority of private and public schools in the Philippines. The argument of which approach is more effective seems to have surfaced in the recent years. In several literatures, both approaches have been found effective in teaching in different disciplines. However, in the teaching of literature, specifically Afro-Asian literature, it seems that limited studies have been conducted in the Philippine private school context. This comparative study focuses on the Grade 8 ESL literature classes of Hope Christian High School, Manila, Philippines and aims to determine which approach is more effective in teaching Afro-Asian literature. The teacher preferred the CTC approach while students preferred the NLC approach based on qualitative data. The quantitative results showed that there were no significant differences in the Afro-Asian literature test scores immediately after the CTC or NLC instructional sessions. I conclude that there is no particular teaching approach that is more effective and suggested that an eclectic or mixed approach would be more beneficial in teaching Afro-Asian literature.
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    • "Variables predictoras del rendimiento académico en el EEES 28 investigaciones los estilos de pensamiento más conservadores y ajustados a estructuras o normas son los que han correlacionado con un rendimiento más óptimo (ej. Bernardo, Zhang y Callueng, 2002), en otras, han resultado ser los estilos más liberales y creativos (ej. Sternberg y Zhang, 2001). "

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