Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers
The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are ref...
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| Format: | Article |
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Springer
2015
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| _version_ | 1796860148093812736 |
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| author | Chiek, Pin Ong Tasir, Zaidatun |
| author_facet | Chiek, Pin Ong Tasir, Zaidatun |
| author_sort | Chiek, Pin Ong |
| collection | ePrints |
| description | The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the module. As working memory limitations affect knowledge acquisition, instructions should be designed with the aim of reducing any unnecessary cognitive load. Repeated measures Analysis of Variance was conducted on 36 trainee teachers working on the developed module, and the results showed no effect on information retention. However, recorded performance scores were high and sustained throughout the post-activities, indicating that trainees may have demonstrated better retention skills. Generally, the results provide some evidence that modifications to the design of the instructions are necessary to improve the module so as to produce trainees with a deeper comprehension and better retention of Information and Communication Technology knowledge and skills. |
| first_indexed | 2024-03-05T19:37:37Z |
| format | Article |
| id | utm.eprints-55420 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T19:37:37Z |
| publishDate | 2015 |
| publisher | Springer |
| record_format | dspace |
| spelling | utm.eprints-554202017-08-07T07:58:10Z http://eprints.utm.my/55420/ Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers Chiek, Pin Ong Tasir, Zaidatun L Education (General) The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the module. As working memory limitations affect knowledge acquisition, instructions should be designed with the aim of reducing any unnecessary cognitive load. Repeated measures Analysis of Variance was conducted on 36 trainee teachers working on the developed module, and the results showed no effect on information retention. However, recorded performance scores were high and sustained throughout the post-activities, indicating that trainees may have demonstrated better retention skills. Generally, the results provide some evidence that modifications to the design of the instructions are necessary to improve the module so as to produce trainees with a deeper comprehension and better retention of Information and Communication Technology knowledge and skills. Springer 2015-08 Article PeerReviewed Chiek, Pin Ong and Tasir, Zaidatun (2015) Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers. ETR&D-Educational Technology Research and Development, 63 (4). pp. 499-515. ISSN 1042-1629 http://dx.doi.org/10.1007/s11423-015-9383-8 DOI:10.1007/s11423-015-9383-8 |
| spellingShingle | L Education (General) Chiek, Pin Ong Tasir, Zaidatun Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers |
| title | Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers |
| title_full | Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers |
| title_fullStr | Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers |
| title_full_unstemmed | Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers |
| title_short | Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers |
| title_sort | self instructional module based on cognitive load theory a study on information retention among trainee teachers |
| topic | L Education (General) |
| work_keys_str_mv | AT chiekpinong selfinstructionalmodulebasedoncognitiveloadtheoryastudyoninformationretentionamongtraineeteachers AT tasirzaidatun selfinstructionalmodulebasedoncognitiveloadtheoryastudyoninformationretentionamongtraineeteachers |