Cognitive Skills in Basic Mathematics of College Freshmen in the Philippines

Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term “math phobia” or “math anxiety” is practically a part of clinical psychological literature. This symptom is widespread and students suffer mental disturbances when facing mathematical activity because understanding mathematics is a great task for them. This paper described the students’ cognitive skills performance in Basic Mathematics based on the following logical operations: Classification, Seriation, Logical Multiplication, Compensation, Ratio and Proportional Thinking, Probability Thinking and Correlation Thinking as it serves a critical element of teaching and learning, that is determining the current position of the learners’ mathematical capacity. Its implications for mathematics education were also revealed. A descriptive quantitative design was used in this study. The study included 1011 first-year college students from six state universities in the Philippines who were enrolled in the Bachelor of Science of Secondary Education Program during the first semester of the Academic Year 2019-2020. This study made use of the teacher-made test called the Test on Logical Operations. Findings revealed that the cognitive skills achievement of the first year BSE students from different state universities in the Philippines falls under the category of late concrete operational stage. As a result, students are unable to perform the logical operational skills expected of their age. At their age level, they are expected to be under the formal operational stage based on Piaget’s stages of cognitive development. These findings revealed a weak mathematical education foundation among students which requires immediate attention. This reality should be recognized by educational planners and implementers when making curricular and other instructional decisions.

Cognitive Skill Enhancement System Using Neuro-Feedback for ADHD Patients

The National Health Interview Survey(NHIS)shows that there are 13.2%of children at the age of 11 to 17 who are suffering from Attention Deficit Hyperactivity Disorder(ADHD),globally.The treatment methods for ADHD are either psycho-stimulant medications or cognitive therapy.These traditional methods,namely therapy,need a large number of visits to hospitals and include medication.Neurogames could be used for the effective treatment of ADHD.It could be a helpful tool in improving children and ADHD patients’cognitive skills by using Brain–Computer Interfaces(BCI).BCI enables the user to interact with the computer through brain activity using Electroencephalography(EEG),which can be used to control different computer applications by processing acquired brain signals.This paper proposes a system based on neurofeedback that can improve cognitive skills such as attention level,mediation level,and spatial memory.The proposed system consists of a puzzle game where its complexity increases with each level.EEG signals were acquired using the Neurosky headset;then sent the signals to the designed gaming environment.This neurofeedback system was tested on 10 different subjects,and their performance was calculated using different evaluation measures.The results show that this game improves player overall performance from 74%to 98%by playing each game level.

Sport participation and vigilance in children:Influence of different sport expertise

Purpose： The present study aimed to investigate the relationship between different types of sport expertise （externally-paced vs. self-paced sports） and vigilance performance in children by evaluating the cardiovascular fitness level of the participants. Methods： Three groups of children （11.0 ± 0.2 years） differentiated in terms of their regular sport participation （football players, n = 20; track and field athletes, n = 20; non-athletic controls, n = 20） took part in the study. In one session, participants performed the Leger Multi-stage fitness test to estimate their aerobic fitness level. In another session, participants completed the Psychomotor Vigilance Task （PVT） to evaluate their vigilance performance under 2 conditions of velocity demands （normal vs. speed）. Results： The results revealed that both groups of sport practitioners had higher cardiovascular fitness than non-athlete controls. In contrast, no significant differences in the performance PVT were found between track and field athletes and controls. Crucially, football players showed better performance in the PVT than track and field athletes and controls. These between-group differences were not modulated by the speed demands of the task. Conclusion： The major novel finding of this research points to a positive relationship between sport participation and vigilance performance during childhood. We discuss our results in terms of the different hypotheses put forward in the literature to explain the relationship between regular exercise and cognitive fimctioning： the ＂cardiovascular fitness＂ and the ＂cognitive component skills＂ hypotheses.2018 Published by Elsevier B.V. on behalf of Shanghai University of Sport. This is an open access article under the CC BY-NC-ND license. （http：//creativecommons.org/licenses/by-nc-nd/4.0/）.

An Adequate Perception on Attention Towards Stability and Obstacles of Space and Time, as an Assimilate Record of an Academic Chess

The current paper presents the objective test results of chess research carried out by the laboratory analysis of the Republic of Armenia. In order to identify the effectiveness of teaching academic chess, the research was carried out among the Armenian primary schools in 2-4 grades of high, medium, and low academic performance, concentration, and barriers to students＇ attention towards stability, response rates, as well as the moving objects. The focus of barriers to sustainability is put on appraisal methods of analysis, it is clear that the barriers to sustainability assessment criteria are low, among the 4th grade students medium and high academic performance, there was an apparent increase in the number of true confrontation. Therefore, the stability of the learners＇ attention was increasing. The ＂counter the moving object＂ methodology results suggest that Reaction to Moving Object coefficient, which is equal to the number of delays and early confrontation quotient, is gradually decreasing, adding the exact number of confrontation. The aim of teaching academic chess at schools is to develop teaching and students＇ cognitive sphere, in particular, logical thinking, imagination, analyzing capacity, thus contributing to the academic study of other subjects.

A Mixed Reality System for Investigating Expert Characteristics on Recall of Situation Including Self-Motion

To study recall accuracy of the offensive and defensive situations including movements of elite-athlete/novice oneself, a novel experimental system was developed where defensive actions were performed by the subject with a CG （Computer Graphics） player who presented predetermined offensive actions. Both the CG player＇s movements and subject＇s movements were reproduced by a video using mixed reality technology for recall examination. This system was also designed to rearrange the natural sequence of image frames resulting in a reproducible video in which the time relation of offense and defense was falsified. Displacement of timing in the false video was twofold; delayed from the truth or advanced from the truth. Using this two-video, true/false imagery method, the subject was asked to select the true video by recall; thus it became possible to examine the recall accuracy quantitatively by controlling the timing displacement. Results of the experiment using this system revealed that karate expert possessed a skill to recognize the time relation between the opponent＇s movement and one＇s own movement perceptually that was more developed than that of the novice. It was further identified that the expert as well as the novice recognized delayed displacement more accurately than they could recognize advanced displacement.

Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading

Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.