@article {1297,
	title = {LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {486-499},
	abstract = {Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students{\textquoteright} preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students{\textasciiacute} learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject.  },
	keywords = {Czech tertiary education, deep problem-based learning style, learning style, subject Marketing, VARK model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.486},
	url = {http://oaji.net/articles/2020/457-1596902254.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Jana Bor{\r u}vkov{\'a} and Dagmar Frendlovsk{\'a} and Pavel Krp{\'a}lek and David Melas}
}
@article {1261,
	title = {STUDENTS{\textquoteright} ATTITUDES TO SELECTED SUBJECTS IN SECONDARY ECONOMIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-23},
	abstract = {Students{\textquoteright} motivation is one of the key factors that determine  their school success. It is closely linked to their attitudes toward individual school subjects. This research analyzes four crucial dimensions of students{\textquoteright} subject-related attitudes (practical importance, difficulty, popularity and curriculum contents attractiveness) in the secondary economic education in the Czech Republic and Slovakia in the international context. The research focused on the four dimensions of students{\textquoteright} attitudes (n = 573) toward four major school subjects (economics, accounting, mathematics and the mother tongue) at business academies. It analyzes the data from the questionnaires using the Spearman Correlation Coefficient, the non-parametric Kruskal-Wallis test and the modification of Tukey{\textquoteright}s method for multiple comparisons. The results show that the popularity of a school subject significantly correlates with its curriculum contents attractiveness and practical importance. However, the difficulty of school subjects did not influence their popularity in a negative way, which opens several questions for further research in the area.},
	keywords = {economic education; students{\textquoteright} attitudes; motivation in economic school subjects; school subject popularity; school subject difficulty},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.09},
	url = {http://oaji.net/articles/2020/457-1581494639.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Krist{\'y}na Krej{\v c}ov{\'a} and Jarom{\'\i}r Nov{\'a}k}
}
@article {1116,
	title = {THE CONCEPTUAL FOUR-SECTOR MODEL OF DEVELOPMENT OF THE COGNITIVE PROCESS DIMENSIONS IN ABSTRACT VISUAL THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-139},
	abstract = {The research deals with the development of cognitive process dimensions in economic education. The aim is to research factors that influence academic achievement of students according to their intellectual level and grades. The researchers used quantitative design of research based on standardized assessment of intelligence and non-standardized questionnaire. The questionnaire was used to analyse the pedagogical competences of the teachers of economic subjects from the students{\textquoteright} point of view in close relation to the teaching management and the impact on the motivation to learn and the achievement of students in these subjects. The respondents were 277 Czech students aged 16-17 who were divided into groups according to their intellectual level and grades. The data were analysed by a correlation analysis and a multiple regression model. In conclusion, the following can be stated: (a) From the point of view of the above average intelligent students, expertise can be considered as an important competency of the teacher; teaching average intelligent students, communication and presentation skills seem to be important. (b) It is desirable to develop cognitive processes, critical thinking actively, to lead students to become aware of changes in their own thinking and to orient them towards mastery goals. (c) Particularly for students with weaker results it is necessary to create intrinsic motivation, which develops cognition and thus is able to develop higher cognitive dimensions further. The links between these areas are of utmost importance for education and, above all, for developing of students{\textquoteright} scholarship. Each student can be educated, and it is necessary to influence them to develop their personality and all of their potential abilities. The conceptual four-sector model represents the initial pathway to lead students who are differentiated according to the intellectual level and academic achievement to the active development of thinking, learning and critical insight.},
	keywords = {abstract visual thinking, academic achievement, cognitive process dimensions, intellectual level, motivation to learn},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.121},
	url = {http://oaji.net/articles/2017/457-1524597299.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Krist{\'y}na Krej{\v c}ov{\'a} and Alena Kr{\'a}lov{\'a} and Pavel Krp{\'a}lek and Katar{\'\i}na Krp{\'a}lkov{\'a} Krelov{\'a} and Dana Kol{\'a}{\v r}ov{\'a}}
}
@article {1174,
	title = {RECOGNITION OF INDICATORS FOR THE DEVELOPMENT OF THE COGNITIVE DIMENSIONS IN TERTIARY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {762-778},
	abstract = {The aim of the research was to find out what factors influence the development of cognitive dimensions in college students. The following factors were considered: field of study, academic achievement in a selected economic subject and abstract visual intellectual level. The reason for doing this research was to increase the quality of teaching economic subjects across bachelor study fields in the conditions of a practically oriented College of Polytechnics, Jihlava in the Czech Republic. Two fields of study were selected - the economic field - Finance and Management (N = 52 students) and the technical field - Applied Computer Science (N = 30 students). Study plans of both fields included the subject Corporate Economy in the first term of studies. Methodological research was based on the theory of problem-based learning. It was built on a test method that was used to gain data to identify the context of variables with the development of cognitive dimensions in the context of an internationally recognized framework for evaluating the success - the Bloom{\textquoteright}s Taxonomy. Two tests were used to collect the data: (a) a test measuring the abstract visual intellectual level; (b) a non-standardized test to measure students{\textquoteright} achievement in the six cognitive dimensions of the Bloom{\textquoteright}s Taxonomy. The initial knowledge of students was comparable. The data were analyzed by factor analysis, followed by the Spearman and Pearson correlation coefficients. Cognitive dimensions could be grouped into two factors. Factor 1 - Application-Evaluation Dimension that was explained by the dimensions of Knowledge, Application, Evaluation; Factor 2 - Analytical Dimension that was explained by the dimensions of Comprehension, Analysis, Synthesis. The results showed that an individual did not have to be competent in the whole complexity of the Bloom{\textquoteright}s Taxonomy. The development of cognitive dimensions correlated with the field of study, the economic field was correlated with factor 2 and the technical field with factor 1. The development of cognitive dimensions did not correlate with the abstract-visual intellectual level. Factor 2 weakly negatively correlated with academic achievement in the subject Corporate Economy. This means that students who were successful in developing lower-order cognitive dimensions had a weak analytical orientation in the economic area, and vice versa. The results brought by the research will help improve teaching of economic subjects across the two disciplines, especially with regard to the innovation of learning and teaching strategies with a positive impact on the desired cognitive development of students.},
	keywords = {cognitive dimensions, logical reasoning, Problem-Based Learning, tertiary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.762},
	url = {http://oaji.net/articles/2017/457-1544951884.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Jana Bor{\r u}vkov{\'a} and Lenka L{\'\i}zalov{\'a}}
}
