Relationship Between Cognitive Factors and Declarative Knowledge: A Multiple Regression Analysis

Abstract

The present study analyzes the influence of various cognitive skills on the development of declarative knowledge, with a particular focus on organization, procedural knowledge, debugging, and averaging in statistics. Using an explanatory correlational quantitative design and a multiple regression model, data obtained from university students were evaluated to determine the degree of association between these variables. The results show that organization is the most significant predictor of declarative knowledge, followed by procedural knowledge and purification, while the average in statistics has a moderate influence. These findings suggest that pedagogical strategies that promote logical structure and practical use of theoretical knowledge can strengthen declarative learning in educational contexts. In addition, the importance of integrating quantitative skills as a complement in the cognitive training of students is highlighted. The results provide evidence to improve the design of educational programs and raise new directions for future research on factors that influence cognitive learning.