The effect of cognitive structure on class silence

Class silence behavior, specialized and public knowledge are effective in the quality of education. The aim of this study was to evaluate the effect of cognitive structure on class silence of university classes.
This study was done on a sample of 382 students from the community of students of Shahid Sadoughi University of Medical Sciences. They were selected by a stratified random sampling in 1393-94. This descriptive study was done with 2 researcher-made questionnaires with 14 and 11 questions for class silence and cognitive structure, respectively. The validity of the questionnaires was confirmed after a psychometric process. Their reliability was calculated with Cronbach's alpha. The Cronbach's alpha was 0.91 for class silence and it was 81% for cognitive construction. Data were analyzed with Structural Equation Modeling by Smart PLS 3.2.1.
According to the results of this study, cognitive structure, determined 66% of the changes in class silence. This model had a relatively high predictive power.
Learners cognitive structure is effective in their class participation and class silence behavior. To improve the quality of education and class participation of learners in teaching processes it must be more emphasized on general study and quality and the efficient way of specialized study.