Reducing intrinsic cognitive load in percentage change problems: The equation approach
We compared the equation approach and unitary approach in helping students (n = 59) learn percentage change problems from a cognitive load perspective. The equation approach emphasized a two-part learning process. Part 1 revised prior knowledge of percentage quantity; Part 2 integrated the percentag...
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my.unimas.ir.139602017-02-17T01:51:47Z http://ir.unimas.my/id/eprint/13960/ Reducing intrinsic cognitive load in percentage change problems: The equation approach Bing, Hiong Ngu Huy, P. Phan Kian, Sam Hong Hasbee, Usop HM Sociology We compared the equation approach and unitary approach in helping students (n = 59) learn percentage change problems from a cognitive load perspective. The equation approach emphasized a two-part learning process. Part 1 revised prior knowledge of percentage quantity; Part 2 integrated the percentage quantity and the original amount in an equation for solution. Central to the unitary approach is the concept of unit percentage (1%). The unitary approach would expect to incur high element interactivity because of the intrinsic nature of its solution steps, and the need to search and integrate quantity and percentage in order to act as a point of reference for calculating the unit percentage. Test results and the instructional efficiency measure favored the equation approach. It was suggested that the equation approach reduced the intrinsic cognitive load associated with percentage change problems via sequencing and prior knowledge. Elsevier Ltd 2016-10-01 E-Article PeerReviewed text en http://ir.unimas.my/id/eprint/13960/7/Reducing%20intrinsic%20cognitive%20load%20in%20percentage%20change%20problems%20%28abstract%29.pdf Bing, Hiong Ngu and Huy, P. Phan and Kian, Sam Hong and Hasbee, Usop (2016) Reducing intrinsic cognitive load in percentage change problems: The equation approach. Learning and Individual Differences, 51. pp. 81-90. ISSN 1041-6080 https://www.scopus.com/inward/record.uri?eid=2-s2.0-84985919993&partnerID=40&md5=a1642f516cabef9e3e9df8eebc8d2002 DOI: 10.1016/j.lindif.2016.08.029 |
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HM Sociology Bing, Hiong Ngu Huy, P. Phan Kian, Sam Hong Hasbee, Usop Reducing intrinsic cognitive load in percentage change problems: The equation approach |
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We compared the equation approach and unitary approach in helping students (n = 59) learn percentage change problems from a cognitive load perspective. The equation approach emphasized a two-part learning process. Part 1 revised prior knowledge of percentage quantity; Part 2 integrated the percentage quantity and the original amount in an equation for solution. Central to the unitary approach is the concept of unit percentage (1%). The unitary approach would expect to incur high element interactivity because of the intrinsic nature of its solution steps, and the need to search and integrate quantity and percentage in order to act as a point of reference for calculating the unit percentage. Test results and the instructional efficiency measure favored the equation approach. It was suggested that the equation approach reduced the intrinsic cognitive load associated with percentage change problems via sequencing and prior knowledge. |
format |
E-Article |
author |
Bing, Hiong Ngu Huy, P. Phan Kian, Sam Hong Hasbee, Usop |
author_facet |
Bing, Hiong Ngu Huy, P. Phan Kian, Sam Hong Hasbee, Usop |
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Bing, Hiong Ngu |
title |
Reducing intrinsic cognitive load in percentage change problems: The equation approach |
title_short |
Reducing intrinsic cognitive load in percentage change problems: The equation approach |
title_full |
Reducing intrinsic cognitive load in percentage change problems: The equation approach |
title_fullStr |
Reducing intrinsic cognitive load in percentage change problems: The equation approach |
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Reducing intrinsic cognitive load in percentage change problems: The equation approach |
title_sort |
reducing intrinsic cognitive load in percentage change problems: the equation approach |
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Elsevier Ltd |
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2016 |
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http://ir.unimas.my/id/eprint/13960/7/Reducing%20intrinsic%20cognitive%20load%20in%20percentage%20change%20problems%20%28abstract%29.pdf http://ir.unimas.my/id/eprint/13960/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84985919993&partnerID=40&md5=a1642f516cabef9e3e9df8eebc8d2002 |
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