Loading...
Cognitive load in percentage change problems : Unitary, pictorial, and equation approaches to instruction
Ngu, Bing Hiong Yeung, Alexander Seeshing Tobias, Steve
Ngu, Bing Hiong
Yeung, Alexander Seeshing
Tobias, Steve
Abstract
Eighth grade students in Australia (N = 60) participated in an experiment on learning how to solve percentage change problems in a regular classroom in three conditions: unitary, pictorial, and equation approaches. The procedure involved a pre-test, an acquisition phase, and a post-test. The main goal was to test the relative merits of the three approaches from a cognitive load perspective. Experimental results indicated superior performance of the equation approach over the unitary or pictorial approach especially for the complex tasks. The unitary approach required students not only to process the interaction between numerous elements within and across solution steps, but also to search for critical information, thus imposing high cognitive load. The pictorial approach did not provide a consistent approach to tackling various percentage change problems. Coupled with the need to coordinate multiple elements within and across solution steps, and the need to search for relevant information in the diagram, this approach imposed high cognitive load. By treating the prior knowledge of percentage quantity as a single unit, the equation approach required students to process two elements only. Empirical evidence and theoretical support favor the equation approach as an instructional method for learning how to solve percentage change problems for eighth graders.
Keywords
Date
2014
Type
Journal article
Journal
Instructional Science
Book
Volume
42
Issue
5
Page Range
685-713
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled