The Effects Of Deductive And Inductive Based Courseware On Learning Performance And Engagement Among Students With Different Levels Of Self-Regulated Learning

Loading...
Thumbnail Image
Date
2015-07
Authors
LETCHUMANAN, SUBASHINI
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Mathematical knowledge gained by the students must be successfully transferred to another domain or problem which will enable them to handle real life problems. Literature supports that designing and making one’s own conclusion of the learnt concepts can produce students who are thinkers and innovators which will lead to a better transfer of learning. Therefore, pedagogical shift from delivering a whole mass of knowledge that is mostly memorized to one that enhances students’ thinking skills is necessary. In this study, a combination of creative instructional method and interactive multimedia that allows students to construct their own knowledge in mathematics concepts is proposed. This study is conducted to examine the effects of interactive multimedia courseware (IMCSL) with different instructional methods on Form Four students’ learning performance and engagement in the mathematics topic of ‘Straight Line’. Two modes of IMCSL were developed, with one using the deductive method (DM) and the other using inductive method (IM) in presenting the mathematics contents. The DM was assigned to 97 students whereas the IM was assigned to 94 students. This quasi-experimental study employed a 2 x 2 factorial design. The independent variable was the instructional method namely; DM and IM incorporated in an IMCSL. The dependent variables were the students’ performance scores in near transfer of learning, far transfer of learning and also their learning engagement score. The students’ self-regulated learning (SRL) level – either low self-regulated learning (LSRL) or high self-regulated learning (HSRL) was identified as the moderator variable. Findings on the main effect of the treatment conditions indicated that the IM group scored significantly higher than the DM group in terms of near transfer, far transfer and learning engagement. As for the main effects of their SRL levels, the HSRL students performed significantly better than the LSRL students in far transfer performance and learning engagement. The findings also outlined significant interaction effect between treatment conditions and the students’ SRL levels on near transfer, far transfer and learning engagement. One key finding that was discovered in this study was that the LSRL and HSRL students profited equally in the measures of near transfer performance. These two categories of students in the DM group also scored equally in near transfer and learning engagement. Overall, these findings support the positive effects of IMCSL using IM on the learning of ‘Straight Line’. Based on these positive impacts of inductive-based courseware on LSRL and HSRL students, courseware designers, book writers, education officers and teachers should consider applying the inductive examples as a transition towards transfer of learning in mathematics and also as a promising medium to accommodate the different SRL levels in students.
Description
Keywords
The Effects Of Deductive And Inductive Based Courseware On Learning Performance And Engagement , Among Students With Different Levels Of Self-Regulated Learning
Citation