Cognitive Processes and their Influence on Memory Attention and Learning Performance a study of Cognitive Development in Educational Settings
DOI:
https://doi.org/10.47067/ramss.v9i1.629Keywords:
Cognitive Processes, Attention, Memory, Perception, Cognitive Development, Learning Performance, Educational Settings, Academic AchievementAbstract
The present study aimed to examine the influence of cognitive processes on learning performance among students in educational settings, with a particular focus on attention, memory, perception, and cognitive development. A quantitative research design was employed, and data were collected from a sample of 250 students using a structured questionnaire. Descriptive statistics, correlation analysis, multiple regression, and Chi-square tests were conducted to analyze the relationships among variables. The results revealed that attention and memory were significantly positively correlated with learning performance, with memory emerging as the strongest predictor (? = 0.502, p < 0.001), while perception also contributed positively. Analysis using multiple regression showed that attention and memory together described 62.9% of the learning performance variance (R2 = 0.629, p < 0.001), which is the significance of attention and memory in academic performance. Even though the cognitive development had a positive correlation towards the learning outcomes, the Chi-square analysis revealed that it was not statistically significant (kh2 = 3.75, p > 0.05), which might mean that developmental variables might need further instruction support in order to convert into better learning performance. The results highlight the sensitivity of integrating attention, memory, and other cognitive-related strategies to improve student learning in educational institutions. These findings have implications on teachers, curriculum developers and policy makers who wish to use evidence-based cognitive intervention to enhance academic performance.
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