Year 2019, Volume 6 , Issue 2, Pages 278 - 290 2019-12-13

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

Bilal Duman [1] , Ali Yakar [2]


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.

Process-based instruction, multi-modal representations, problem solving, academic achievement, retention
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Primary Language en
Subjects Social
Journal Section Articles
Authors

Author: Bilal Duman
Institution: Muğla Sıtkı Koçman Üniversitesi
Country: Turkey


Author: Ali Yakar (Primary Author)
Institution: Muğla Sıtkı Koçman Üniversitesi
Country: Turkey


Dates

Publication Date : December 13, 2019

Bibtex @research article { ijcer566067, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {}, publisher = {Mustafa AYDIN}, year = {2019}, volume = {6}, pages = {278 - 290}, doi = {10.33200/ijcer.566067}, title = {The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention}, key = {cite}, author = {Duman, Bilal and Yakar, Ali} }
APA Duman, B , Yakar, A . (2019). The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention. International Journal of Contemporary Educational Research , 6 (2) , 278-290 . DOI: 10.33200/ijcer.566067
MLA Duman, B , Yakar, A . "The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention". International Journal of Contemporary Educational Research 6 (2019 ): 278-290 <http://ijcer.net/en/issue/50452/566067>
Chicago Duman, B , Yakar, A . "The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention". International Journal of Contemporary Educational Research 6 (2019 ): 278-290
RIS TY - JOUR T1 - The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention AU - Bilal Duman , Ali Yakar Y1 - 2019 PY - 2019 N1 - doi: 10.33200/ijcer.566067 DO - 10.33200/ijcer.566067 T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 278 EP - 290 VL - 6 IS - 2 SN - -2148-3868 M3 - doi: 10.33200/ijcer.566067 UR - https://doi.org/10.33200/ijcer.566067 Y2 - 2019 ER -
EndNote %0 International Journal of Contemporary Educational Research The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention %A Bilal Duman , Ali Yakar %T The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention %D 2019 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 6 %N 2 %R doi: 10.33200/ijcer.566067 %U 10.33200/ijcer.566067
ISNAD Duman, Bilal , Yakar, Ali . "The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention". International Journal of Contemporary Educational Research 6 / 2 (December 2019): 278-290 . https://doi.org/10.33200/ijcer.566067
AMA Duman B , Yakar A . The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention. International Journal of Contemporary Educational Research. 2019; 6(2): 278-290.
Vancouver Duman B , Yakar A . The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention. International Journal of Contemporary Educational Research. 2019; 6(2): 290-278.