View in EDS

The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention

Saved in:
Bibliographic Details
Title: The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention
Language: English
Authors: Duman, Bilal, Yakar, Ali
Source: International Journal of Contemporary Educational Research. Dec 2019 6(2):278-290.
Availability: International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Modalities, Process Education, Preservice Teachers, Problem Solving, Academic Achievement, Writing (Composition), Graphs, Retention (Psychology), Learning Activities, Instructional Effectiveness, Foreign Countries, Preservice Teacher Education
Geographic Terms: Turkey
ISSN: 2148-3868
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 inventory, texts written and graphs drawn by the students and academic achievement test. For the data analysis, independent-sample t-test, Kruskal Wallis H-Test and descriptive analysis techniques were used. According to the findings obtained in the present study, it can be argued that while there is no significant difference between the academic achievements and problem solving skills of the students carrying out their learning activities according to drawing-modal representation and those of the students carrying out their learning activities according to writing-modal representation, a significant difference in terms of their retention was observed.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1239366
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1239366
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1239366
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Duman%2C+Bilal%22">Duman, Bilal</searchLink><br /><searchLink fieldCode="AR" term="%22Yakar%2C+Ali%22">Yakar, Ali</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Contemporary+Educational+Research%22"><i>International Journal of Contemporary Educational Research</i></searchLink>. Dec 2019 6(2):278-290.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Process+Education%22">Process Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Graphs%22">Graphs</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2148-3868
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 inventory, texts written and graphs drawn by the students and academic achievement test. For the data analysis, independent-sample t-test, Kruskal Wallis H-Test and descriptive analysis techniques were used. According to the findings obtained in the present study, it can be argued that while there is no significant difference between the academic achievements and problem solving skills of the students carrying out their learning activities according to drawing-modal representation and those of the students carrying out their learning activities according to writing-modal representation, a significant difference in terms of their retention was observed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1239366
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1239366
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 278
    Subjects:
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Process Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Graphs
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Duman, Bilal
      – PersonEntity:
          Name:
            NameFull: Yakar, Ali
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-electronic
              Value: 2148-3868
          Numbering:
            – Type: volume
              Value: 6
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Contemporary Educational Research
              Type: main
ResultId 1