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Collaborative problem-based learning in mathematics: A cognitive load perspective

Ahmad Tarmizi, Rohani and Bayat, Sahar (2012) Collaborative problem-based learning in mathematics: A cognitive load perspective. Procedia - Social and Behavioral Sciences, 32 . pp. 344-350. ISSN 1877-0428

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Abstract

Mathematics educators have struggled to improve learners’ performance in mathematics. Based on the cognitive load theory, many conventional instructional formats are less than effective because little consideration is given to the concept of cognitive processing capacity. Thus, investigation into problem-based learning (PBL) has been undertaken. This study examined the effects of PBL on educational statistics course. Six PBL modules, which consisted of scenarios and guided questions, were used during a 10-week teaching. Comparing students’ performances based on two tests showed that there was a significant difference between the mean performance of the PBL group and that of the conventional group – indicating PBL efficacy.

Item Type:Article
Keyword:Problem-based learning; Guided questions; Statistic learning performance; Mental load
Faculty or Institute:Faculty of Educational Studies
Publisher:Elsevier
DOI Number:10.1016/j.sbspro.2012.01.051
Altmetrics:http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.1016/j.sbspro.2012.01.051
ID Code:48171
Deposited By: Nabilah Mustapa
Deposited On:14 Sep 2016 10:45
Last Modified:14 Sep 2016 10:45

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