The Effects Of Constructivist-Strategies And Direct Instruction Using Multimedia On Achievement Among Learners With Different Psychological Profiles
The main research question of the study was "Do two different instructional strategies contribute to differences in learning at different levels of knowledge tasks for learners with different psychological profiles on the Chemistry topic of the Periodic Table ?" Two modes of instruction...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2006
|
| Subjects: | |
| Online Access: | http://eprints.usm.my/56202/1/00001651648%20K.S.L%20fr.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The main research question of the study was "Do two different instructional
strategies contribute to differences in learning at different levels of knowledge tasks for
learners with different psychological profiles on the Chemistry topic of the Periodic
Table ?" Two modes of instruction, Constructivist-Strategies Instruction (CSI) and
Direct Instruction (DI), using similar validated multimedia materials were taught by
teacher assistants following protocols and supervised by two assessors, for a period of
5 weeks. Six research questions associated with six hypotheses (together with the subhypotheses)
were formulated and tested using inferential statistics (l-tests). All
hypotheses formulated were a priori directional hypotheses and tested at the level of
significance of p< 0.05. Other existing variables were analysed using Correlation,
ANCOVA, and Stepwise Linear Regression to determine the contributions towards the
dependent variables.
The study used a 2X2 quasi-experimental factorial design with repeated
measures for the moderator variables in a non-equivalent Control Group Pretest-
Postlest Design, involving a total of 156 Form Four students aged between 16 to 17
years old from four rural secondary schools. Intact classes were randomly assigned
the CSI or DI mode of instruction, the independent variable of this study. The
dependent variables were the mean gain score for lower and higher order knowledge
tasks and the problem solving score. Moderator variables were the Cattell measure for
intelligence/ability and the internal locus of control (LOC) of students. |
|---|