Improving transfer of learning through designed context-based instructional materials
Journal Title: European Journal of Science and Mathematics Education - Year 2015, Vol 3, Issue 3
Abstract
This study investigates the outcome of designed source?text materials in context?based physics learning using validated test questions in mechanics. Two groups of students received context?based instruction (experimental group) and one group received content?based instruction (control group). These three groups of students are only different with the (designed and un?designed) source?text materials. The mean?frequency of scores was compared. Furthermore, students were given achievement test and transfer?test. The scores from these two tests were correlated. In general, the results showed that additive source?text materials in context?based instruction significantly improve the performance of the student in mechanics.
Authors and Affiliations
Michael Allan A. Bahtaji| Physics Department, Technological University of the Philippines, Manila, Philippines For correspondence: michaelbahtaji@gmail.com
Keywords
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