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- W156638540 abstract "Cognitive load theory holds that if an instructional format reducesextraneous cognitive load andlor increases germane cognitive load duringlearning, as compared to another instructional format, then it will be moreefficient in promoting learning, provided that the total cognitive load doesnot exceed the total mental resources. Based on this premise, a series offour experiments was conducted to investigate the use of calculators, thePolya heuristic and worked examples in an attempt to generate analternative instructional format that is more instructionally efficient than theconventional one to teach Percentage to Form 1 students. It washypothesized that the use of calculators and the use of worked examplescan reduce cognitive load during leaming and lead to better learningperformance while the use of the Polya heuristic increases cognitive loadand reduces learning performance. The results from the experiments indicated that the use of calculators and worked examples reducedcognitive load and led to better learning performance but the use of thePolya heuristic produced zero effects. Based on the results from theexperiments, an alternative instructional format, called the calcworkedinstructional format, that incorporated the use of calculators and the useof partial completion worked examples was generated. The calcworkedinstructional format was compared with the conventional instructionalformat and was found to be more instructionally efficient." @default.
- W156638540 created "2016-06-24" @default.
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- W156638540 date "2004-12-01" @default.
- W156638540 modified "2023-09-27" @default.
- W156638540 title "Effects Of The Use Of Calculators, The Polya Heuristic and Worked Examples On Performance in Learning Mathematics From a Cognitive Load Perspective" @default.
- W156638540 hasPublicationYear "2004" @default.
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