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

Year 2019, Volume: 6 Issue: 2, 278 - 290, 13.12.2019

Bilal Duman Ali Yakar

https://doi.org/10.33200/ijcer.566067

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.

Keywords

Process-based instruction, multi-modal representations, problem solving, academic achievement, retention

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