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Learning to solve challenging percentage-change problems: A cross-cultural study from a cognitive load perspective
Ngu, Bing Hiong Yeung, Alexander Seeshing Phan, Huy P. Hong, Kian Sam Usop, Hasbee
Ngu, Bing Hiong
Yeung, Alexander Seeshing
Phan, Huy P.
Hong, Kian Sam
Usop, Hasbee
Abstract
In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the “gap” between the Asian and Western countries in the use of problem-solving approaches across different cultural settings.
Keywords
cognitive load, percentage problems, problem solving, worked examples
Date
2018
Type
Journal article
Journal
Journal of Experimental Education
Book
Volume
86
Issue
3
Page Range
362-385
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled