C3 Macayan Interactive Effects of Prior Knowledge

7/31/2019 C3 Macayan Interactive Effects of Prior Knowledge

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THE INTERACTIVE EFFECTS OF PRIOR

KNOWLEDGE, COGNITIVE WORKLOAD, &GOAL STRUCTURES TO THE LEARNERSTASK PERFORMANCE IN MATHEMATICS

JONATHAN V. MACAYAN, Ph.D.

SLHS - Department of PsychologyMapa Institute of Technology


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Background of the Study:


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Cognition Motivation

AcademicAchievement


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The Theories

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The PersonalFactors

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The Contextual Factors!"

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The Learning Context

Prior Knowledge

Low vs. High

Goal Orientation

Performance vs. Mastery

Learner

Cognitive Workload

Intrinsic (Complexity)

Extraneous (Design) Germane (Schema)

Goal Structures

Performance (promote competition;

focus on relative ability) Mastery (promote learning; focus on

self-referent levels of competence)

TASK PERFORMANCE


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Theoretical Framework

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Figure 1. The Direct and Interactive Effects of Prior Knowledge, Intrinsic Cognitive Load, andGoal Structures to Learners Task Performance


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Research Problem1!9

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Research Problem1


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Research Problem1 89

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Methodology:

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Methodology:

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Methodology: ###$%"


EXPERIMENTAL

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Result

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Mean SD

High Prior Knowledge (N = 34)

Easy Items 8.59 0.61

Difficult Items 4.44 0.56

Low Prior Knowledge (N = 588)

Easy Items 5.18 1.71

Difficult Items 1.72 1.08

Mean and SD of student samples (N=622) in the diagnostic

assessment of prior knowledge in mathematics (Algebra)

Note: Easy Items = 9, Difficult Items = 6


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Result

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Mean SD

Performance Orientation

Approach 3.55 1.14

Avoidance 2.03 0.84

Mastery Orientation

Approach 4.01 0.84

Avoidance 1.47 0.50

Mean and SD of student samples (N=622) in the diagnostic assessment of

achievement goals (based on 2x2 Achievement Goal Scale, Elliot & McGregor, 2001)

Note: Performance-Avoidance (4 items), Performance-Approach (4 items), Mastery Avoidance (4 items),Mastery Approach (4 items)


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ResultsModule 1.A

(Low Intrinsic Cognitive Load)

Module 1.B

(High Intrinsic Cognitive Load)

Exercise Exit

Test

Total Exercise Exit

Test

Total

Performance Structure

LPK 1.87(0.35) 4.73(1.25) 6.60(0.91) 1.53(0.52) 3.13(2.04) 4.67(1.99)

HPK 1.80(0.41) 6.13(0.93) 7.93(0.88) 1.33(0.62) 3.93(2.32) 5.27(2.09)

Mastery Structure

LPK 1.93(0.26) 6.33(0.93) 8.27(0.88) 1.67(0.62) 4.27(1.77) 5.93(1.83)

HPK 1.93(0.26) 6.60(0.51) 8.53(0.52) 1.87(0.35) 5.80(1.13) 7.67(1.05)

Descriptive Data Mean (SD): Task Performance of Participants (N=60)

Legend: LPK Low Prior Knowledge, HPK High Prior Knowledge


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Results

Factors Df SS MS F p

Prior Knowledge 1 20.417 20.417 6.3472 0.000105*

Goal Structure 1 50.417 50.417 15.6736 0.000003*

Intrinsic Cognitive Load 1 114.075 1.008 80.187 0.000000*

Prior Knowledge x Goal

Structure x Int. Cog. Load

1 9.075 9.075 6.3791 0.014404*

Error 56 79.667 1.423

Three-way Interaction (Between and Within Analysis of Variance)

Note: Between factors (Prior knowledge and Goal Structures), within factor (Intrinsic Cognitive Load)*p


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Results1!9

Overall Main Effect of Prior Knowledgeto Task Performance:

F(1, 56) = 11.94; p= 0.00, p2= 0.18

Low High

Prior Knowledge

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Research Problem1&9

Overall Main Effect of Intrinsic Cognitive

Load to Task Performance:

F(1,56) = 80.19, p= 0.00, p2= 0.59

Low Intrinsic Cognitive LoadHigh Intrinsic Cognitive Load

ICL

5.0

5.5

6.0

6.5

7.0

7.5

8.0

8.5


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Research Problem1


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Prior KnowledgeLowPrior KnowledgeHigh

Mastery Performance

Structure

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Research Problem189

Two-way Interaction Effect of PriorKnowledge and Goal Structure toTask Performance :

F(1, 56)=5.63, p =0.00, p2= 0.17.


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Research Problem1(9

Three-way Interaction Effect of PriorKnowledge, Intrinsic Cognitive Load& Goal Structure to Task Performance :

F(1, 56) = 6.38, p= 0.01, p2= 0.10


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Conclusion

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Significance of the Findings

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Figure x. Recommended proposed model for future research: Moderated-MediationAnalysis.

Where intrinsic cognitive load can be considered as the direct IV of the dependent

variable (task performance). Prior knowledge will be tested as the mediating factor,and the mediating effect of prior knowledge will be moderated by the goal structure.


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Significance of the Findings

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C3 Macayan Interactive Effects of Prior Knowledge

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