The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text
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Date
2012
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Education and Development using ICT
Abstract
The study aims at determining the impact of learning driven constructs on Perceived Higher
Order Cognitive Skills (HOCS) improvement when using multimedia and text materials. Perceived
HOCS improvement is the attainment of HOCS based on the students’ perceptions. The research
experiment undertaken using a case study was conducted on 223 students split into two groups
who used multimedia and text book instructional methods respectively, to determine the impact of
exposure to technology on HOCS improvement of such skills as: decision-making, problemsolving,
critical thinking, analysis, synthesis, interpretation. The data collected was analyzed
using the independent sample t-test to examine the effects of Learning Driven constructs of
multimedia and textbook on students perceived HOCS. The findings from the study suggest that
multimedia materials had no measurable effect on HOCS as compared to the traditional text book
approach. The study therefore concludes that there was no significant difference in the students’
attitudes, learning interest, learned from others, self reported learning, and HOCS of decision
making, problem solving, critical thinking, and other skills when multimedia and text book
materials were used.
Description
Keywords
Perceived Higher Order Cognitive Skills, Learning Driven Constructs, Multimedia, Instructional methods
Citation
Bagarukayo, E., Weide, T., Mbarika, V., & Kim, M. (2012). The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text. International Journal of Education and Development using ICT, 8(2).