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