Effects Of The Use Of Calculators, The Polya Heuristic and Worked Examples On Performance in Learning Mathematics From a Cognitive Load Perspective
Cognitive load theory holds that if an instructional format reduces extraneous cognitive load andlor increases germane cognitive load during learning, as compared to another instructional format, then it will be more efficient in promoting learning, provided that the total cognitive load does no...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
2004
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6408/1/FPP_2004_27.pdf |
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| Summary: | Cognitive load theory holds that if an instructional format reduces
extraneous cognitive load andlor increases germane cognitive load during
learning, as compared to another instructional format, then it will be more
efficient in promoting learning, provided that the total cognitive load does
not exceed the total mental resources. Based on this premise, a series of
four experiments was conducted to investigate the use of calculators, the
Polya heuristic and worked examples in an attempt to generate an
alternative instructional format that is more instructionally efficient than the
conventional one to teach Percentage to Form 1 students. It was
hypothesized that the use of calculators and the use of worked examples
can reduce cognitive load during leaming and lead to better learning
performance while the use of the Polya heuristic increases cognitive load
and reduces learning performance. The results from the experiments indicated that the use of calculators and worked examples reduced
cognitive load and led to better learning performance but the use of the
Polya heuristic produced zero effects. Based on the results from the
experiments, an alternative instructional format, called the calcworked
instructional format, that incorporated the use of calculators and the use
of partial completion worked examples was generated. The calcworked
instructional format was compared with the conventional instructional
format and was found to be more instructionally efficient. |
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