Citation
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
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.
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Additional Metadata
| Item Type: | Article |
|---|---|
| Divisions: | Faculty of Educational Studies |
| DOI Number: | https://doi.org/10.1016/j.sbspro.2012.01.051 |
| Publisher: | Elsevier |
| Keywords: | Problem-based learning; Guided questions; Statistic learning performance; Mental load |
| Depositing User: | Nabilah Mustapa |
| Date Deposited: | 14 Sep 2016 02:45 |
| Last Modified: | 14 Sep 2016 02:45 |
| Altmetrics: | http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.1016/j.sbspro.2012.01.051 |
| URI: | http://psasir.upm.edu.my/id/eprint/48171 |
| Statistic Details: | View Download Statistic |
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