Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality

Naglaa Magd El-Nahass; Marwa Abdelmoniem Ibrahim Abdellatif

doi:doi:10.11648/j.ajeit.20210501.17

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Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality

Naglaa Magd El-Nahass, Marwa Abdelmoniem Ibrahim Abdellatif

Published in American Journal of Education and Information Technology (Volume 5, Issue 1)

Received: 17 April 2021 Accepted: 10 May 2021 Published: 21 May 2021

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Abstract

Learning difficulties are neurological disorders that can negatively affect the learning areas. Students with learning difficulties are not less intelligent than their ordinary peers and can even be smarter, but their academic achievement may not be as desired when it comes to basic skills for learning such as reading, writing, listening and speaking. Some of them have a difficulty learning the concepts of geography. This may be due to teaching them using traditional methods that may not suit their learning styles. Therefore, these students need early discovery as well as instructional intervention by the teachers to reach better results in their learning. This research paper aims to focus on the geographic concepts that students should be able to understand and promote their learning in (K-12) classrooms, identify students' learning difficulties for these concepts, and adopt an approach based on representational systems of personality as an attempt to overcome students' learning difficulties for the geographic concepts. Rich data was collected through the analytical descriptive methodology which informed the development of instructional interventions according to each representational system of personality. This research paper suggests a set of instructional interventions based on representational systems of personality: (visual, auditory, and kinesthetic) to overcome students' difficulties in learning geography, which could benefit those in charge of teaching geography, educational policy-makers, and researchers in the same field. This research paper is divided into four parts. The first part tackles the basic geographic concepts of geographic education that students should be able to understand in (K-12) classrooms. The second part focuses on students' learning difficulties in geography, while the third part sheds light on representational systems of personality. Finally, part four provides instructional interventions based on representational systems of personality as an approach to overcome students' learning difficulties in geography.

Published in	American Journal of Education and Information Technology (Volume 5, Issue 1)
DOI	10.11648/j.ajeit.20210501.17
Page(s)	43-50
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Learning Difficulties, Geographic Concepts, K-12 Geography, Representational Systems of Personality, Instructional Intervention

References

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APA Style

Naglaa Magd El-Nahass, Marwa Abdelmoniem Ibrahim Abdellatif. (2021). Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality. American Journal of Education and Information Technology, 5(1), 43-50. https://doi.org/10.11648/j.ajeit.20210501.17

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ACS Style

Naglaa Magd El-Nahass; Marwa Abdelmoniem Ibrahim Abdellatif. Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality. Am. J. Educ. Inf. Technol. 2021, 5(1), 43-50. doi: 10.11648/j.ajeit.20210501.17

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AMA Style

Naglaa Magd El-Nahass, Marwa Abdelmoniem Ibrahim Abdellatif. Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality. Am J Educ Inf Technol. 2021;5(1):43-50. doi: 10.11648/j.ajeit.20210501.17

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@article{10.11648/j.ajeit.20210501.17,
  author = {Naglaa Magd El-Nahass and Marwa Abdelmoniem Ibrahim Abdellatif},
  title = {Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality},
  journal = {American Journal of Education and Information Technology},
  volume = {5},
  number = {1},
  pages = {43-50},
  doi = {10.11648/j.ajeit.20210501.17},
  url = {https://doi.org/10.11648/j.ajeit.20210501.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210501.17},
  abstract = {Learning difficulties are neurological disorders that can negatively affect the learning areas. Students with learning difficulties are not less intelligent than their ordinary peers and can even be smarter, but their academic achievement may not be as desired when it comes to basic skills for learning such as reading, writing, listening and speaking. Some of them have a difficulty learning the concepts of geography. This may be due to teaching them using traditional methods that may not suit their learning styles. Therefore, these students need early discovery as well as instructional intervention by the teachers to reach better results in their learning. This research paper aims to focus on the geographic concepts that students should be able to understand and promote their learning in (K-12) classrooms, identify students' learning difficulties for these concepts, and adopt an approach based on representational systems of personality as an attempt to overcome students' learning difficulties for the geographic concepts. Rich data was collected through the analytical descriptive methodology which informed the development of instructional interventions according to each representational system of personality. This research paper suggests a set of instructional interventions based on representational systems of personality: (visual, auditory, and kinesthetic) to overcome students' difficulties in learning geography, which could benefit those in charge of teaching geography, educational policy-makers, and researchers in the same field. This research paper is divided into four parts. The first part tackles the basic geographic concepts of geographic education that students should be able to understand in (K-12) classrooms. The second part focuses on students' learning difficulties in geography, while the third part sheds light on representational systems of personality. Finally, part four provides instructional interventions based on representational systems of personality as an approach to overcome students' learning difficulties in geography.},
 year = {2021}
}

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TY  - JOUR
T1  - Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality
AU  - Naglaa Magd El-Nahass
AU  - Marwa Abdelmoniem Ibrahim Abdellatif
Y1  - 2021/05/21
PY  - 2021
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DO  - 10.11648/j.ajeit.20210501.17
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 43
EP  - 50
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20210501.17
AB  - Learning difficulties are neurological disorders that can negatively affect the learning areas. Students with learning difficulties are not less intelligent than their ordinary peers and can even be smarter, but their academic achievement may not be as desired when it comes to basic skills for learning such as reading, writing, listening and speaking. Some of them have a difficulty learning the concepts of geography. This may be due to teaching them using traditional methods that may not suit their learning styles. Therefore, these students need early discovery as well as instructional intervention by the teachers to reach better results in their learning. This research paper aims to focus on the geographic concepts that students should be able to understand and promote their learning in (K-12) classrooms, identify students' learning difficulties for these concepts, and adopt an approach based on representational systems of personality as an attempt to overcome students' learning difficulties for the geographic concepts. Rich data was collected through the analytical descriptive methodology which informed the development of instructional interventions according to each representational system of personality. This research paper suggests a set of instructional interventions based on representational systems of personality: (visual, auditory, and kinesthetic) to overcome students' difficulties in learning geography, which could benefit those in charge of teaching geography, educational policy-makers, and researchers in the same field. This research paper is divided into four parts. The first part tackles the basic geographic concepts of geographic education that students should be able to understand in (K-12) classrooms. The second part focuses on students' learning difficulties in geography, while the third part sheds light on representational systems of personality. Finally, part four provides instructional interventions based on representational systems of personality as an approach to overcome students' learning difficulties in geography.
VL  - 5
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Author Information

Naglaa Magd El-Nahass

Department of Curricula and Methodology, Faculty of Education, Alexandria University, Alexandria, Egypt
Marwa Abdelmoniem Ibrahim Abdellatif

Department of Curricula and Methodology, Faculty of Education, Alexandria University, Alexandria, Egypt

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Naglaa Magd El-Nahass, Marwa Abdelmoniem Ibrahim Abdellatif. (2021). Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality. American Journal of Education and Information Technology, 5(1), 43-50. https://doi.org/10.11648/j.ajeit.20210501.17

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ACS Style

Naglaa Magd El-Nahass; Marwa Abdelmoniem Ibrahim Abdellatif. Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality. Am. J. Educ. Inf. Technol. 2021, 5(1), 43-50. doi: 10.11648/j.ajeit.20210501.17

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AMA Style

Naglaa Magd El-Nahass, Marwa Abdelmoniem Ibrahim Abdellatif. Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality. Am J Educ Inf Technol. 2021;5(1):43-50. doi: 10.11648/j.ajeit.20210501.17

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@article{10.11648/j.ajeit.20210501.17,
  author = {Naglaa Magd El-Nahass and Marwa Abdelmoniem Ibrahim Abdellatif},
  title = {Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality},
  journal = {American Journal of Education and Information Technology},
  volume = {5},
  number = {1},
  pages = {43-50},
  doi = {10.11648/j.ajeit.20210501.17},
  url = {https://doi.org/10.11648/j.ajeit.20210501.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210501.17},
  abstract = {Learning difficulties are neurological disorders that can negatively affect the learning areas. Students with learning difficulties are not less intelligent than their ordinary peers and can even be smarter, but their academic achievement may not be as desired when it comes to basic skills for learning such as reading, writing, listening and speaking. Some of them have a difficulty learning the concepts of geography. This may be due to teaching them using traditional methods that may not suit their learning styles. Therefore, these students need early discovery as well as instructional intervention by the teachers to reach better results in their learning. This research paper aims to focus on the geographic concepts that students should be able to understand and promote their learning in (K-12) classrooms, identify students' learning difficulties for these concepts, and adopt an approach based on representational systems of personality as an attempt to overcome students' learning difficulties for the geographic concepts. Rich data was collected through the analytical descriptive methodology which informed the development of instructional interventions according to each representational system of personality. This research paper suggests a set of instructional interventions based on representational systems of personality: (visual, auditory, and kinesthetic) to overcome students' difficulties in learning geography, which could benefit those in charge of teaching geography, educational policy-makers, and researchers in the same field. This research paper is divided into four parts. The first part tackles the basic geographic concepts of geographic education that students should be able to understand in (K-12) classrooms. The second part focuses on students' learning difficulties in geography, while the third part sheds light on representational systems of personality. Finally, part four provides instructional interventions based on representational systems of personality as an approach to overcome students' learning difficulties in geography.},
 year = {2021}
}

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TY  - JOUR
T1  - Students' Learning Difficulties in Geography in (K-12) Classrooms and Instructional Interventions According to Representational Systems of Personality
AU  - Naglaa Magd El-Nahass
AU  - Marwa Abdelmoniem Ibrahim Abdellatif
Y1  - 2021/05/21
PY  - 2021
N1  - https://doi.org/10.11648/j.ajeit.20210501.17
DO  - 10.11648/j.ajeit.20210501.17
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 43
EP  - 50
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20210501.17
AB  - Learning difficulties are neurological disorders that can negatively affect the learning areas. Students with learning difficulties are not less intelligent than their ordinary peers and can even be smarter, but their academic achievement may not be as desired when it comes to basic skills for learning such as reading, writing, listening and speaking. Some of them have a difficulty learning the concepts of geography. This may be due to teaching them using traditional methods that may not suit their learning styles. Therefore, these students need early discovery as well as instructional intervention by the teachers to reach better results in their learning. This research paper aims to focus on the geographic concepts that students should be able to understand and promote their learning in (K-12) classrooms, identify students' learning difficulties for these concepts, and adopt an approach based on representational systems of personality as an attempt to overcome students' learning difficulties for the geographic concepts. Rich data was collected through the analytical descriptive methodology which informed the development of instructional interventions according to each representational system of personality. This research paper suggests a set of instructional interventions based on representational systems of personality: (visual, auditory, and kinesthetic) to overcome students' difficulties in learning geography, which could benefit those in charge of teaching geography, educational policy-makers, and researchers in the same field. This research paper is divided into four parts. The first part tackles the basic geographic concepts of geographic education that students should be able to understand in (K-12) classrooms. The second part focuses on students' learning difficulties in geography, while the third part sheds light on representational systems of personality. Finally, part four provides instructional interventions based on representational systems of personality as an approach to overcome students' learning difficulties in geography.
VL  - 5
IS  - 1
ER  -

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