The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention
Ali Yakar; Bilal Duman · 2022 · International Journal of Contemporary Educational Research
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The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
The purpose of the present study is to determine the effects of two multi-modal representations, the use of text and graph for learning, on problem solving, academic achievement and retention when used in a process-based instruction (PBI). The study was designed as quasi-experimental study complying with pretest-posttest control group design. The study group consists of (N=30+34=64) students from the department of classroom teacher education in the Education Faculty of a university from west of Turkey in 2015-2016 academic year. The data in the study were collected through problem solving inve
Abstract by Ali Yakar; Bilal Duman, International Journal of Contemporary Educational Research (2022) — licensed CC BY 4.0.
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Metadata source: DOAJ · DOI 10.33200/ijcer.566067