LEARNING WITH WORKED-OUT PROBLEMS: THE IMPACTS OF INSTRUCTIONAL EXPLANATION AND SELF-EXPLANATION PROMPTS ON TRANSFER PERFORMANCE

dc.creator	Lai Chee Sern
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:44Z
dc.date.available	2015-07-20T22:14:44Z
dc.identifier	2229-8932
dc.identifier	https://doaj.org/article/cf756656e4f14ff5b1edba58b897798d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17077
dc.description	<p align="justify">In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problembased learning (or learning from worked-out problems) 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, the mental efforts invested by the participants during the learning process were also recorded to examine its relation with learning performance. A pre- and post-tests were used to assess topic knowledge acquisition, near- and far-transfer performance, whereas mental effort was measured by means of NASA Task Load Index. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and neartransfer performance. There was no significant difference found between both approaches in far transfer performance. Apart from the above, the findings also demonstrated that a high mental effort investment did not guarantee a fruitful learning performance.</p>
dc.language	English
dc.publisher	Universiti Tun Hussein Onn Malaysia
dc.relation	http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/299
dc.relation	https://doaj.org/toc/2229-8932
dc.rights	CC BY
dc.source	Journal of Technical Education and Training, Vol 2, Iss 2 (2011)
dc.subject	Worked-out problem
dc.subject	instructional explanation
dc.subject	self-explanation
dc.subject	near and far transfer performance
dc.subject	cognitive load
dc.subject	and mental effort
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	LEARNING WITH WORKED-OUT PROBLEMS: THE IMPACTS OF INSTRUCTIONAL EXPLANATION AND SELF-EXPLANATION PROMPTS ON TRANSFER PERFORMANCE
dc.type	article