The Design, development and efficacy evaluation of a transformation geometry courseware with high-variability worked examples: a:.cognitive load perspective

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Date
2011
Authors
Cherng Meei, Jong @ Yong
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Abstract
The objectives of this study were two-fold. Firstly, the developmental objective aimed to investigate the critical elements involved in the construction of multimedia learning materials based on a theoretical base consisting of cognitive load theory (Sweller, 1988), cognitive theory of multimedia learning (Mayer, 2001), van Hiele model of geometric thought and Keller's ARCS model (1987). Two versions of courseware, one with high-variability worked examples and the other, a minimallyguided practice version, were subsequently produced using Alessi and Trollip instructional design and development model (200 1 ). The theoretical framework and the instructional design and development model used were found to be appropriate and feasible. Secondly, the efficacy evaluation aimed to investigate the effectiveness of the high-variability worked examples mode (n = 69) against the minimally-guided practice mode (n = 65) using Form 2 students from two secondary schools in the state of Penang asĀ· sample. The research design employed was the non-equivalent control group design. The dependent variables were achievement, mental effort, instructional efficiency and motivation towards instructional materials. The moderator variable was the students' spatial ability. The data analysis showed that the worked examples group outperformed the minimally-guided practice group significantly in both the acquisition and posttest scores. The worked examples group was also able to significantly solve a greater number of problems correctly and at the same time, made fewer errors per problem. The mental effort invested by the worked examples group was slightly lower than that of minimally-guided practice group in both the acquisition and posttest phases. This coupled with the higher achievement scores gave a significantly higher instructional efficiency for the worked examples mode. There was however no significant difference in students' motivation towards learning materials. Spatial ability was not significantly correlated to the students' achievement score. Nevertheless, the spatial ability of the students from both groups improved significantly after learning transformation geometry using the multimedia learning materials. In conclusion, the study affirmed that multimedia-based instruction should be a more pervasive phenomenon in the classroom. One of the main contributions of this study was in bridging theory and practice by demonstrating how high-variability worked examples could be designed, thus ensuring the learning of mathematics to be more efficient from the perspective of cognitive load.
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Keywords
Efficacy evaluation , Geometry courseware , Load perspective
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