scholarly journals When Instructional Guidance is Needed

2016 ◽  
Vol 33 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga ◽  
John Sweller
Keyword(s):  
Test Performance ◽  
Worked Examples ◽  
School Students ◽  
Element Interactivity ◽  
Worked Example ◽  
Learning Tasks ◽  
Instructional Guidance ◽  
Equivalent Problems ◽  
Facilitated Learning ◽  
Better Than

Studying worked examples providing problem solutions to learners usually leads to better test performance than solving the equivalent problems without guidance, demonstrating the worked-example effect. The generation effect occurs when learners who generate answers without guidance learn better than those who read answers that provide guidance. The contradiction between these results can be hypothesised to be due to differences in the element interactivity of the learning tasks. Primary school students in Year 6 participated in the experiment, which investigated the hypothesis by using geometry materials. A disordinal interaction was obtained between levels of guidance and levels of element interactivity. Higher levels of guidance facilitated learning using high element interactivity information, while lower levels of guidance facilitated learning for low element interactivity information. Cognitive load theory was used to explain these contrasting results. From an educational perspective, it was suggested that when determining levels of guidance, a consideration of element interactivity is essential.

scholarly journals Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students

2021 ◽  
Vol 13 (21) ◽  
pp. 12260
Author(s):  
Yi-Pin Huang ◽  
Xiao-Li Zheng ◽  
Chuang-Kai Chiu ◽  
Jun Lei ◽  
Gang Yang ◽  
...  
Keyword(s):  
Worked Examples ◽  
Control Group ◽  
School Students ◽  
Significant Interaction Effect ◽  
Writing Assignments ◽  
Writing Performance ◽  
Worked Example ◽  
Quasi Experimental ◽  
Performance Dimensions ◽  
Descriptive Writing

During the past decades, many researchers have attempted to explore effective teaching methods for developing students’ descriptive writing performance. In this study, the worked example was implemented as an effective way of guiding students to provide step-by-step solutions to learning tasks. Moreover, a spherical video-based virtual reality (SVVR) environment was provided to place students in real-world situations which enabled them to experience the learning contexts in depth. A pretest-posttest quasi experimental study was conducted to explore the influence of the SVVR-supported worked example approach and engagement level on students’ Chinese descriptive writing performance. A total of 79 fourth-grade elementary school students participated in this study. The experimental group used SVVR with worked examples to complete Chinese writing assignments, whereas the control group used videos and worked examples. The results showed no significant effects of the SVVR-supported worked example approach compared with the conventional worked example approach regarding organization, sensory details, or creativity dimensions. As for the figurative expression dimension, students in the SVVR-supported worked example approach condition scored significantly higher. Moreover, high engagement students significantly outperformed low engagement students in all four writing performance dimensions. Additionally, a significant interaction effect between learning approach and engagement level on figurative expression was found.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

Effects on Test Performance of Test Apparatus Boards Made of Different Material

1971 ◽  
Vol 32 (3) ◽  
pp. 916-918
Author(s):  
Richard D. Primmer ◽  
Robert M. Tipton
Keyword(s):  
Test Performance ◽  
Test Battery ◽  
Test Apparatus ◽  
Sharp Edges ◽  
Better Than

S s were administered Parts 9 and 10 of the GATB routinely as part of the test battery. 111 Ss used plastic apparatus boards and plastic pegs, while 128 used wooden apparatus boards and wooden pegs. Ss using wooden boards performed significantly better than Ss using plastic boards. Differences in performance were attributed to coarser texture of wooden pegs, heavier, more stable wooden boards, and a slight wearing at the edges of the wooden pegs and holes in contrast to the sharp edges on the plastic pegs.

Analisis Kemampuan Literasi Matematika Siswa SMA Ditinjau dari Gender

2020 ◽  
Vol 8 (4) ◽  
pp. 336-347
Author(s):  
Mida Nurani ◽  
Mayya Shofa Mahfud ◽  
Riska Lail Agustin ◽  
Hendrata Vive Kananda
Keyword(s):  
High School Students ◽  
Descriptive Study ◽  
Study Data ◽  
Female Students ◽  
Literacy Skills ◽  
Male Students ◽  
School Students ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Better Than

The purpose of this research is to analyze the mathematics literacy skills of high school students in terms of gender, especially in the material linear program. This research is a qualitative descriptive study. Data Collection was carried out on the eleventh-grade students of SMA Negeri 1 Meraksa Aji. The subject was 31 students which consisted of 14 females and 17 males. The data was collected using tests and interviews and analyze use method triangulation. The results showed that female students' literacy skills were better than male students. Female students find the indicators of interpreting mathematics to solve problems, formulate problems systematically and use concepts, facts, procedures, and reasoning in mathematics. Meanwhile, male students have only fulfilled the indicators of interpreting mathematics to solve problems.

Approach-Avoidance Motivational Profiles in Early Adolescents to the PACER Fitness Test

2009 ◽  
Vol 28 (4) ◽  
pp. 400-421 ◽  
Author(s):  
Alex Garn ◽  
Haichun Sun
Keyword(s):  
Middle School ◽  
Test Performance ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Social Goals ◽  
Fitness Testing ◽  
School Students ◽  
Approach Avoidance ◽  
The Cross ◽  
Cross Fertilization

The use of fitness testing is a practical means for measuring components of health-related fitness, but there is currently substantial debate over the motivating effects of these tests. Therefore, the purpose of this study was to examine the cross-fertilization of achievement and friendship goal profiles for early adolescents involved in the Progressive Aerobic Cardiovascular Endurance Run (PACER). Participants were 214 middle school students who reported their achievement goals, social goals, and preparation effort toward a PACER test. Performance was also examined. Confirmatory factor analysis supported the six-factor approach–avoidance model. Cluster analysis highlighted three distinct profiles. The high-goals profile group reported significantly higher amounts of effort put forth in preparation for the PACER test. Our findings suggest that the cross-fertilization of approach and avoidance achievement and social goals can provide important information about effort and performance on fitness testing in middle school physical education.

scholarly journals Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)

2018 ◽  
Author(s):  
Steven C. Pan
Keyword(s):  
Test Performance ◽  
Retrieval Practice ◽  
Worked Examples ◽  
Positive Transfer ◽  
Effect Sizes ◽  
Moderator Effect ◽  
Medical Diagnoses ◽  
Analytic Review ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) comprising over 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a non-testing reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias (using PET-PEESE and various selection methods), the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts.

scholarly journals Extent of Academic Achievement of Day and Boarding Secondary Schools Students in Anambra State, Nigeria

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Dr Okoye Faith Ogechukwu ◽  
Nnamani Patience Chika
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Survey Research ◽  
Research Design ◽  
Boarding School ◽  
Simple Random Sampling ◽  
School Students ◽  
Anambra State ◽  
Descriptive Survey ◽  
Better Than

The study examined the extent of Academic Achievement of Day and Boarding Secondary Schools Students in Onitsha Education Zone of Anambra State. Three research questions guided the study and survey research design was adopted. Descriptive survey research design was used for the study. The population of the study consisted 850 teachers within Onitsha Education Zone in Anambra State. The sample size consisted 85 teachers and was selected using simple random sampling. The instrument used for data collection was questionnaire and the data collected were analyzed with mean. The findings revealed that boarding students academically achieve better than day students and that day students are distracted at home unlike boarding school students who are under the control of teachers for their study. It was concluded that lack of finance, educational facilities and inadequate infrastructures are the factors that affect the academic achievement of both the day and boarding students. The researchers recommended among others that students should be allowed to attend boarding schools so as to perform better and that government should intervene in schools by providing them with academic and boarding facilities

The Effect of Brain Based Learning on Improving Students Critical Thinking Ability and Self Regulated

2020 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Sarifah Sari Maryati ◽  
Irma Purwanti ◽  
Melinda Putri Mubarika
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Brain Based Learning ◽  
The Brain ◽  
Better Than

This research is motivated by the low ability of mathematical critical thinking and Self Regulated Cimahi 10 Public Middle School students, so that a learning approach is needed to overcome these problems. The alternative approach applied is the Brain Based Learning Model approach.The objectives of this researcher are: 1) to examine students' mathematical critical thinking skills; 2) reviewing the Self Regulated attitude of students who obtain Brain Based Learning learning with students who have expository learning; 3) examine there is a positive correlation between Critical Thinking with Self Regulated students who obtain Brain Based Learning and expository learning. The population in this study was grade VII students of SMP Negeri 10 Cimahi. The samples in this study were class VII-B (Brain Based Learning) and class VII-D (expository). The instruments used in this study were the Critical Thinking test and the student's Self Regulated questionnaire. The test used is a subjective type test (description). The way to analyze data is with IBM SPSS Statistics 18.0 for Windows. The results showed that: 1) the mathematical critical thinking ability of students who obtained learning based on the Brain Based Learning approach was better than students who gained expository learning; 2) Self Regulated  attitude, students who get Brain Based Learning are better than students who get expository approach learning; 3) there is no correlation between critical thinking with Self Regulated students who obtain Brain Based Learning and expository learning.

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