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The effect of verbal problem-solving instruction on students' structuring, acquisition and retention of knowledge


Citation

Ahmad Shah, Aliah and Roslan, Samsilah and Ghiami, Zeinab and Konting, Mohd Majid and Abu, Rosini (2017) The effect of verbal problem-solving instruction on students' structuring, acquisition and retention of knowledge. In: 4th International Conference on Educational Research and Practice (ICERP) 2017, 26-27 July 2017, The Everly Hotel, Putrajaya. (pp. 154-162).

Abstract / Synopsis

This study aimed to examine the effects of teaching verbal problem-solving instruction on students' structuring, acquisition and retention of knowledge in methods of cooking. The study has been carried out on 148 students from two classes each of catering technology (n=77) and food management (n=71). Each class was randomly assigned to an experimental and a control group. Ten treatments of teaching using verbal problem-solving were given for the duration of 40 minutes of classroom teaching for four weeks. Parallel achievement tests were used to demonstrate the amount of knowledge acquired and retained after the treatment. A concept mapping test was used to assess the knowledge structure before and after the treatment. A delayed post-test of retention of knowledge was given after nine weeks of lapse after the treatment. The findings have shown that verbal problem-solving teaching has significantly increased the students' structuring, acquisition and retention of knowledge.


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Additional Metadata

Item Type: Conference or Workshop Item (Paper)
Divisions: Faculty of Educational Studies
Publisher: Faculty of Educational Studies, Universiti Putra Malaysia
Keywords: Meaningful learning; Verbal problem-solving; Structuring of knowledge; Acquisition of knowledge; Retention of knowledge
Depositing User: Nabilah Mustapa
Date Deposited: 19 Feb 2018 06:25
Last Modified: 19 Feb 2018 06:25
URI: http://psasir.upm.edu.my/id/eprint/58981
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