The Impact of the Thinking Style on Teaching Methods and Academic Achievement
Bibliographic record
Abstract
Thinking style is an area of interest for researchers. It influences the decision-making of individuals in every aspect of their life. Does thinking style influence the choice of learning methods? What about academic performance? This research paper’s objective is to study the impact of thinking styles on the methods of teaching and academic achievement. There are 186 Albanian university students who participated in the study. The questionnaires were distributed online during the second semester of the 2016-2017 academic year. SPSS 20 and JASP 0.8.1.2 were used for data analysis. The statistical analyses utilized are as follows: distribution table, crossed tabulation, Pearson correlation coefficient, One-Way ANOVA, comparison of means, regression analysis. The study concluded that thinking style has an impact on academic achievement and not on teaching methods. The largest number of students belong to the concrete-sequential category. An additional conclusion is that students who apply different types of thinking rate the hybrid learning as most effective.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".