The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text

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dc.contributor.authorBagarukayo, Emily
dc.contributor.authorWeide, Theo
dc.contributor.authorMbarika, Victor
dc.contributor.authorKim, Min
dc.date.accessioned2023-03-16T18:16:48Z
dc.date.available2023-03-16T18:16:48Z
dc.date.issued2012
dc.description.abstractThe 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.en_US
dc.identifier.citationBagarukayo, 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).en_US
dc.identifier.urihttps://www.learntechlib.org/p/188047/
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8222
dc.language.isoenen_US
dc.publisherInternational Journal of Education and Development using ICTen_US
dc.subjectPerceived Higher Order Cognitive Skillsen_US
dc.subjectLearning Driven Constructsen_US
dc.subjectMultimediaen_US
dc.subjectInstructional methodsen_US
dc.titleThe impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. texten_US
dc.typeArticleen_US
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