Abstract
This study aims to determine the influence of cognitive fitness on students’ academic performance in science, particularly in selected topics in Mechanics. The respondents of the study involved 80 students in the Teacher Education program who were selected through purposive sampling. Pre-test and post-test were applied to gather data measuring the students’ academic performance before and after engaging in cognitive activities. Cognitive fitness activities were identified effective including musical and simulation games activities. The pedagogical implications of the study suggest that teachers can integrate localized fitness based in their classroom instruction to create an engaging and stimulating learning process and design evidence-based interventions that can help enhance the students’ cognitive fitness and academic performance. Results show that the importance of developing cognitive fitness activities tailored to students’ specific needs and characteristics benefit students, teachers and program heads in the teaching–learning process.
Presenters
Marita ParobrobCampus Dean/ Associate Professor, Education, Bulacan State University, Bulacan, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
COGNITIVE FITNESS, ACADEMIC PERFORMANCE, PEDAGOGY, LEARNING
