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Instructional explanation vs self-explanation: which one works better?

Lai, Chee Sern Instructional explanation vs self-explanation: which one works better? In: 4th International Conference on Postgraduate Education (ICPE-4 2010), 26-28 November 2010, Cititel Mid Valley, Kuala Lumpur .

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Abstract

In the present research, two different explanatory approaches - namely, instructional explanation and self-explanation prompts - were applied in example based learning (learning from worked examples) in the domain of manufacturing technology. The main purpose of this investigation was to compare the effects of both explanatory approaches on topic knowledge acquisition, near transfer performance, and far transfer performance. Additionally, this research also attempted to examine the impact of cognitive mental effort investment on the aforementioned variables. To achieve the above mentioned objectives, a two-treatment-grozp and a control group with a preandpost- tests measurement design was med. A total of 76 students was assigned to three grozps (self explanation grozp = 25, instructional explanation = 25, control group = 26). The results from the experiments suggest that the stimulation of cognitive processes by self-explanation prompts might result in a better topic knowledge acquisition and near transfer performance, but not in far transfer performance, for novice learners. In terms of far transfer performance, the provision of instructional explanations works as good as self-explanation prompts, despite having a tendency to outstrip self-explanation prompts. The results also reveal that a high mental effort investment does not guarantee a fruitful learning performance.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: self-explanation; instructional explanation; worked example; cognitive load; transfer performance
Subjects: T Technology > T Technology (General)
Depositing User: Normajihan Abd. Rahman
Date Deposited: 13 Aug 2018 03:41
Last Modified: 13 Aug 2018 03:41
URI: http://eprints.uthm.edu.my/id/eprint/7941
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