{"title":"综合教学法对工程数学学习成绩和认知负荷的影响","authors":"Chee Sern Lai, M. Alias, D. I. Rosli, L. M. Foong","doi":"10.1109/ICEED.2017.8251167","DOIUrl":null,"url":null,"abstract":"The effects of problem-based learning (PBL) and example-based learning (EBL) techniques have been extensively studied. However, the combination of both teaching techniques has not yet been fully researched. Therefore, this quasiexperimental study was conducted to investigate the effects of using integrated teaching method (EBL+PBL) on academic achievement and cognitive load in Engineering Mathematics. A total of 38 students were assigned to the experimental group (n=18) and control group (n=20). A specifically developed post test was used to measure academic achievement, while NASA-TLX questionnaire was used to gauge cognitive load. The present findings revealed that the combination of EBL+PBL produces positive impact on academic achievement as compared to PBL. However, EBL+PBL induced higher cognitive load especially during assessment. The present research has supported the conclusion that integrating EBL+PBL is effective for teaching Engineering Mathematics. The finding has also provided some insights into how to effectively deliver learning contents that involves mathematical elements such physics, electrical circuit analysis, and solid mechanics.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The effects of integrated teaching method on academic achievement and cognitive load in engineering mathematics\",\"authors\":\"Chee Sern Lai, M. Alias, D. I. Rosli, L. M. Foong\",\"doi\":\"10.1109/ICEED.2017.8251167\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The effects of problem-based learning (PBL) and example-based learning (EBL) techniques have been extensively studied. However, the combination of both teaching techniques has not yet been fully researched. Therefore, this quasiexperimental study was conducted to investigate the effects of using integrated teaching method (EBL+PBL) on academic achievement and cognitive load in Engineering Mathematics. A total of 38 students were assigned to the experimental group (n=18) and control group (n=20). A specifically developed post test was used to measure academic achievement, while NASA-TLX questionnaire was used to gauge cognitive load. The present findings revealed that the combination of EBL+PBL produces positive impact on academic achievement as compared to PBL. However, EBL+PBL induced higher cognitive load especially during assessment. The present research has supported the conclusion that integrating EBL+PBL is effective for teaching Engineering Mathematics. The finding has also provided some insights into how to effectively deliver learning contents that involves mathematical elements such physics, electrical circuit analysis, and solid mechanics.\",\"PeriodicalId\":119785,\"journal\":{\"name\":\"2017 IEEE 9th International Conference on Engineering Education (ICEED)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2017 IEEE 9th International Conference on Engineering Education (ICEED)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICEED.2017.8251167\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICEED.2017.8251167","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The effects of integrated teaching method on academic achievement and cognitive load in engineering mathematics
The effects of problem-based learning (PBL) and example-based learning (EBL) techniques have been extensively studied. However, the combination of both teaching techniques has not yet been fully researched. Therefore, this quasiexperimental study was conducted to investigate the effects of using integrated teaching method (EBL+PBL) on academic achievement and cognitive load in Engineering Mathematics. A total of 38 students were assigned to the experimental group (n=18) and control group (n=20). A specifically developed post test was used to measure academic achievement, while NASA-TLX questionnaire was used to gauge cognitive load. The present findings revealed that the combination of EBL+PBL produces positive impact on academic achievement as compared to PBL. However, EBL+PBL induced higher cognitive load especially during assessment. The present research has supported the conclusion that integrating EBL+PBL is effective for teaching Engineering Mathematics. The finding has also provided some insights into how to effectively deliver learning contents that involves mathematical elements such physics, electrical circuit analysis, and solid mechanics.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
