Effect of The Different Types of Worked Example on Learning Achievement in Mathematics Learning

• Main Authors: Ming-Lun Chiang, 江銘倫
• Other Authors: Yi-Hung Huang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/58096548675969169539

碩士 === 國立臺中教育大學 === 數學教育學系 === 101 === In recent researches, worked examples have been used in mathematics instruction according to cognitive load theory. A large body of research has shown that instruction relies more heavily than on problem solving worked examples. Therefore, the purpose of this research is to investigate how different types of worked examples affect the learning achievements and cognitive load. In this study, forty-eight college freshman were randomly assigned to three groups, the students of the first group learned from complete worked examples, the students of the second group learned from the backward faded incomplete worked examples, and the students of the third group learned from the backward faded worked examples with snowballing. One-way multivariate analysis of variance was used to compare the three groups on the cognitive load, learning achievements and knowledge acquisition time. Based on the data, the results of this study are as follows: 1.There were no significant differences in learning achievements among three groups. But expertise reversal effect was found between the first group and the second group of the high-score students. And learning achievement of the first group was significantly better than other groups of the middle-score and low-score students. 2.There were no significant differences in mental effort among three groups. 3.Knowledge acquisition time of the first group was significantly less than other groups. According to the results, suggestions were made for future research. 1.Increase the number of samples. 2.Textbook difficulty control. 3.To restrict read the time. 4.Cognitive load measurement multidimensional. 5.Increase the number of samples.