| Summary: | 碩士 === 佛光大學 === 學習與數位科技學系 === 100 === The interest of this research was to investigate the effect of training mode using different presentation order of worked examples and practice problems on students’ learning the concepts of area (counting unit square).
This study used experimental method. The independent variables were presentation order of worked examples(W) and practice problems(P), including the paired worked examples-practice problems(W-P), paired practice problems-worked examples (P-W) and modular worked examples-practice problems(WW-PP). The experimental program was divided into three lessons with increased levels of difficulties. The dependent variables involved performance during the learning sessions, posttest, delayed test, the time-on-task, a cognitive load and affective perception(willingness, difficulty, mental effort, confidence level and invested effort), mental efficiency, and training efficiency. Eighty-four third graders from a public school in Yilan county were randomly assigned to one of the three groups.
The results are summarized as follows:
1. Different presentation order of worked examples and practice problems did not significantly affect students’ performance in posttest and delayed test, nor their perception of willingness, confidence level and invested effort.
2. With the increase of lesson difficulties, different presentation orders of worked examples and practice problems significantly affected students’ performance during the learning sessions, time-on-task, mental effort, and difficulty perception: In the second lesson, the WW-PP group showed better performance during the learning sessions than the P-W group, and the P-W group spent more time-on-task than the W-P and WW-PP groups. In the third lesson, the WW-PP group showed better performance during the learning sessions than the W-P and P-W groups, and the P-W group spent more time-on-task than the W-P group. In addition, the P-W group’s perception of mental effort and difficulty was higher than the W-P group.
3. Different presentation orders of worked examples and practice problems affected training efficiency but not mental efficiency: the W-P group showed a better training efficiency than the P-W group.
4. Perceived task difficulty and mental effort were positively correlated. Willingness, confidence level and invested effort were positively correlated. There was no significant correlation between the time-on-task and test performance (posttest and delayed test)
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