Follow-Up - The Impact of Cognitive Theory on Human and Computer Development - page 63

CHAPTER 10
Follow-Up
Introduction
A follow-up phone consultation two weeks after the initial face-to-face visit was favorable
to all participants. Telephone follow-up is becoming more accepted because it saves both
time and cost and has been effective for students' support and advice outside of and within
the campus settings (Anari, Arullendran, and Reilly 2006). During the follow-up phone call,
the coordinator reviewed the students' study efforts, went over each goal, offered motiva-
tional reassurance, and made a face-to-face appointment for the next two-week mark. If the
student was having trouble meeting the goals, the coordinators attempted to modify the goals
to ensure success. For example, if students were unable to meet their goal of one extra study
effort per day, they were asked what would be more reasonable time for them. The coordin-
ators then modified the note and inquired about the goal revision at the next visit.
The Discussion
The concept of multiple intelligence (MI) used as an intervention of the program study is
based on social cognitive theory and includes goal setting, record keeping, modeling, social
support, and cognitive approaches (Hoy et al. 2005). Responsible educators must consider
numerous variables in computer science education, including cultural norms, study center
availability, and financial aid concerns. The number of participants in the current research
study intervention project is less than the recommended number of willing students who can
take part in the information technology process and have high or low multiple computational
values, that is to say, the participants have high multiple regards for the computer systems.
The computer science training institute student centers are characteristically viable and have
high recognitions. Depending on the research study accuracy and the rate at which students
use counseling techniques, the cognitive human development of the population of scholar
practitioners and student coordinators would be at risk if students lose interest in the research
study expands significantly (Shive and Morris 2006). Shive and Morris reported additional
factors contributing to accuracy, such as the frequency of student registrations, variations in
time management, convenience, living arrangements, students' ethical and control attitudes
and habits, misunderstandings about study choices, and financial instability. Such circum-
stances may impede the time spent planning, preparation, or study interest. Financial lim-
itations or transportation challenges may further inhibit the acquisition of choices. Several