Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks / Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz k

Autor: Mirjana Segedinac, Dušica D. Milenković, Gordana Gajić, Tamara N. Hrin
Rok vydání: 2016
Předmět:
Zdroj: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje. 17
ISSN: 1848-5197
1848-5189
DOI: 10.15516/cje.v17i4.1212
Popis: This study was conducted with the aim to examine the effect of context on perceived cognitive load and students’ achievements in problem-solving tasks. It included 161 eighth-grade students. The tasks in the test, which was used as a measuring instrument for assessing knowledge, were designed at three levels of complexity: without context, with moderate and with rich context. Each task was followed by a 7-point Likert-type scale, as a measure of perceived cognitive load. The analysis of obtained results showed that the highest average achievement was reached in the group of tasks without context, followed by the group of tasks with moderate context, while the group of context-rich tasks was characterized by the lowest achievement. Furthermore, the results have shown that there is a statistically significant difference between achievement in tasks without context and tasks with moderate context, as well as between achievement in tasks without context and context-rich tasks, while there was no statistically significant difference between achievement in tasks with moderate and context-rich tasks. Similar results were obtained for the perceived cognitive load, thus indicating that context-rich tasks abound in information and therefore impose high cognitive demands on learners. These findings may represent a significant contribution to the still under-researched area of context-based assessment thus paving way for further research in this area, such as investigating the influence of prior knowledge or motivation on solving context-rich tasks. Key words: context-rich tasks; perceived cognitive load; tasks with moderate context; tasks without context. --- Sažetak Ova je studija provedena s ciljem ispitivanja utjecaja konteksta na samopercipirana kognitivna opterecenja i ucenicka postignuca u problemskim zadatcima. Njome je obuhvacen 161 ucenik osmog razreda osnovne skole. Test je koristen kao mjerilo za procjenu znanja. Zadatci na testu bili su dizajnirani u tri razine kompleksnosti – bez konteksta, s umjerenim i bogatim kontekstom. U okviru svakog zadatka nalazila se ljestvica Likertova tipa sa sedam stupnjeva za mjerenje samopercipiranog kognitivnog opterecenja. Analiza dobivenih rezultata pokazala je da je najvise prosjecno postignuce ostvareno u skupini zadataka bez konteksta, zatim u skupini zadataka s umjerenim kontekstom, a najniže je prosjecno postignuce ostvareno u skupini zadataka s bogatim kontekstom. Nadalje, rezultati su pokazali da postoji statisticki znacajna razlika u postignucima u zadatcima bez konteksta i zadatcima s umjerenim kontekstom, kao i između postignuca u zadatcima bez konteksta i zadatcima s bogatim kontekstom, a da razlika u postignucima u zadatcima s umjerenim i zadatcima s bogatim kontekstom nije statisticki znacajna. Slicni rezultati dobiveni su za samopercipirana kognitivna opterecenja, sto upucuje na to da zadatci bogati kontekstom obiluju informacijama i stoga ucenicima namecu visoke kognitivne zahtjeve. Ti pokazatelji mogu predstavljati važan doprinos do sada nedovoljno istraženom podrucju kontekstualiziranih zadataka, otvarajuci put za daljnja istraživanja u tom podrucju, kao sto su ispitivanja utjecaja predznanja ili motivacije na rjesavanje zadataka bogatih kontekstom. Kljucne rijeci: samopercipirano kognitivno opterecenje; zadatci bez konteksta; zadatci bogati kontekstom; zadatci s umjerenim kontekstom.
Databáze: OpenAIRE
Externí odkaz: