Impact on meaningful learning in BGU students

Abstract

For this purpose, the research had a qualitative, quantitative and descriptive approach with the purpose of generating information based on the results obtained during the implementation of the EFECO questionnaire to the students. This questionnaire was made up of 67 items that allowed the evaluation of executive functions such as: emotional control, monitoring, organization of materials, initiative, and working memory. The sample consisted of 40 BGU students from this institution. Some results indicate that, when comparing the knowledge of the electric field, the results obtained at the post-test level show the same trend, that is, an average of 5.25 students was obtained for the first group and an average of 5.45 for the second group. Finally, the alternative hypothesis is accepted Ha = There are significant learning differences between the group that shows disruptive behaviors and the students who do not show disruptive behaviors.