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Responsibility and Task Structuring as the Basic Attributes of Learning Styles and Their Relation Towards Consistency and the Quality of Hierarchy of a Learner’s Mind Map

100%
Duchovičová J., Kozárová N.
Acta Technologica Dubnicae
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2016
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vol. 6
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issue 2
29-46
EN
The study focuses on the identification of the relationship between the learning style and mental representation of curriculum content. The research problem identifies the relationship between the learning style factors - responsibility and task structuring and the selected categories of curriculum content representation - consistency and the quality of hierarchy identified through mind mapping. For the purposes of the research, we used the LSI Questionnaire by R. Dunn, K. Dunn and G. E. Price, a mind mapping test and chi-square statistics were used for the evaluation of research findings. The research sample consisted of 115 respondents. By means of analysis, we found out that a learning style in the observed factors of responsibility and task structuring does not influence students’ mental representation of the curriculum content.
2
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Testing and Diagnosing Dyslexia in Adolescents – Focused on Phonemic Awareness

81%
Žovinec E., Duchovičová J., Sender B.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 1
335-351
EN
Aim. Phonetic deficits are one of the core language-cognitive symptoms at cognitive level aetiology of dyslexia in variety languages and orthographies. The presented study examines possibilities of diagnosis of phonological deficits in the Slovak language (similar to Czech and Polish grapheme-phoneme rules) in students at upper secondary schools. The comparison of 237 non-dyslectics and 149 dyslectics in upper secondary schools brings new stimulus for diagnostic procedures at counselling centres. Methods. Four phonemic awareness tests for upper secondary school students (aged 15-20 years) were developed. The testing tasks included tasks on phoneme analysis/segmenting in words and non-words (10), phoneme synthesis/blending in words and non-words (10), phoneme transposition in words and non-words (8), and phoneme elision in non-words (8). Results. Dyslectics achieved a lower average score in phonemic awareness tests than non-dyslectics. First and second year students (aged 15-17 years) achieved similar average scores, but third and fourth year students (aged 17-20 years) achieved lower results. The t-statistic for the phonological analysis tests was 2.827 with df 56.259 and a p-value of 0.007, indicating a significant difference between the groups under study. The t-statistic for the phonological synthesis tests was -2.568 with df 284 and a p-value of 0.011, also indicating a significant difference between the groups. The t-statistics for the phonological transposition and elision tests indicate that there is no significant difference between the dyslexic and non-dyslexic group. Conclusion. The study brought several inspirations for the tasks and tests that can be used in the diagnosis and re-diagnosis of dyslexia, specifically for adolescents.
3
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Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children

81%
Lukáčiková R. Š., Duchovičová J., Teleková R.
The New Educational Review
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2022
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vol. 70
118-130
EN
The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.
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