Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective     

Bing Hiong Ngu  Alexander Seeshing Yeung  Huy P. Phan  Kian Sam Hong  Hasbee Usop 《Journal of Experimental Education》2018,86(3):362-385

In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the “gap” between the Asian and Western countries in the use of problem-solving approaches across different cultural settings.  相似文献   

Improving educational assessment： A computer-adaptive multiple choice assessment using NRET as the scoring method     

Lau Sie Hoe Lau Ngee Kiong Hong Kian Sam Hasbee Bin Usop 《美中教育评论》2009,6(5):51-60

Assessment is central to any educational process. Number Right （NR） scoring method is a conventional scoring method for multiple choice items, where students need to pick one option as the correct answer. One point is awarded for the correct response and zero for any other responses. However, it has been heavily criticized for guessing and failure to credit partial knowledge. Despite continued research in scoring methods, conventional NR scoring method remains the most popular and widely used procedure. Thus, the problem of crediting partial knowledge and guessing still exist. In addition, the current assessment practices do not take students＇ misconceptions into consideration. Thus, there is a need to propose a new scoring method that is able to minimize guessing, credit partial knowledge, yet able to diagnose misconceptions. This study proposed the development of a Computer-Adaptive Assessment Software （CAAS） for MC items using the new Number Right Elimination Testing （NRET） which take into consideration these three elements. This paper described the rational for using the NRET, the design and development of CAAS and the results of the pilot study carried out in three secondary schools in Malaysia.  相似文献