| Abstrakt: |
This study was conducted to determine the significant role of socioeconomic class, public school background, and the cognitive processing strategies in students’ achieved academic grades. The survey method was used, and 149 students of different socioeconomic classes provided the required information. These students differ in their public and non-public school backgrounds. The partial least squares SEM method was adopted to identify the strengths and significances of interrelationships between students’ socioeconomic classes, school backgrounds, cognitive processing strategies and their academic grades. The Smart PLS 3 software assisted in testing different path hypotheses. The students’ socioeconomic classes were found significantly related to their academic grades. The students’ memorization cognitive processing strategies acted as a mediator, and these strategies effected the relationships between students’ socioeconomic classes and their academic grades. Although, socioeconomic classes significantly predicted the use of deep strategies, memorization strategies, and students’ pubic school backgrounds. However, students’ public school backgrounds and their deep strategies were not appeared to play significant roles in their academic grades. The schools should opt student-centred teaching methods. These teaching methods can provide active learning experiences in classrooms. Examinations should not promote reproduction of knowledge, rather these should assess students’ comprehension levels. [ABSTRACT FROM AUTHOR] |
