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Understanding undergraduate students...

Howard, Ervin M.

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Understanding undergraduate students' perceptions of using cognitive load strategies in solving exponential expressions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding undergraduate students' perceptions of using cognitive load strategies in solving exponential expressions./
Author:	Howard, Ervin M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
Contained By:	Dissertations Abstracts International76-01A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621588
ISBN:	9781303927867

Understanding undergraduate students' perceptions of using cognitive load strategies in solving exponential expressions.
Howard, Ervin M.

Understanding undergraduate students' perceptions of using cognitive load strategies in solving exponential expressions. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 175 p.

Source: Dissertations Abstracts International, Volume: 76-01, Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

This mixed methods study explored college undergraduate students' perceptions about using cognitive load strategies in solving exponential expressions. In addressing the two research questions of this study, the researcher applied a sequential exploratory research design in collecting qualitative and quantitative data from 76 college undergraduate students from a Black, higher education institution. Using a random sampling approach, the researcher organized the participants into two groups with an experimental group of 39 participants and a control group of 37 participants from four college algebra classes. The researcher performed observations using a participant-observant approach to collect textual information that described the instructional setting for the group participants in order to compose four significant themes. The researcher administered a pretest and posttest and the NASA-TLX cognitive load index instrument to both groups. Qualitative textual information from the observations assisted the researcher to code the open-ended responses in an Excel spreadsheet in categorizing the significant statements and align them under the significant themes. The researcher interpreted this information in describing the essence of the phenomenon perceived by the experimental group. The variations of the experimental group participants' perceived responses describe their experiences using the cognitive load strategies. The researcher applied an ANCOVA analysis in analyzing the posttest scores with declaration of the pretest scores as one of the covariates. The researcher used the paired t tests and correlational analyses in analyzing the NASA-TLX cognitive index ratings. The researcher did not discover a significant difference between the experimental and control groups' posttest scores, but there was a recognizable increase between the groups' mean scores. In the paired t test analysis, the researcher discovered a significant difference of the NASA-TLX cognitive load index ratings and mental demand between the experimental group and the control group. In addition, the researcher discovered significant differences in the correlational analysis of statistical associations among the NASA-TLX cognitive load index ratings between the experimental and control groups.

ISBN: 9781303927867Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Cognitive load

Understanding undergraduate students' perceptions of using cognitive load strategies in solving exponential expressions.
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520 $a This mixed methods study explored college undergraduate students' perceptions about using cognitive load strategies in solving exponential expressions. In addressing the two research questions of this study, the researcher applied a sequential exploratory research design in collecting qualitative and quantitative data from 76 college undergraduate students from a Black, higher education institution. Using a random sampling approach, the researcher organized the participants into two groups with an experimental group of 39 participants and a control group of 37 participants from four college algebra classes. The researcher performed observations using a participant-observant approach to collect textual information that described the instructional setting for the group participants in order to compose four significant themes. The researcher administered a pretest and posttest and the NASA-TLX cognitive load index instrument to both groups. Qualitative textual information from the observations assisted the researcher to code the open-ended responses in an Excel spreadsheet in categorizing the significant statements and align them under the significant themes. The researcher interpreted this information in describing the essence of the phenomenon perceived by the experimental group. The variations of the experimental group participants' perceived responses describe their experiences using the cognitive load strategies. The researcher applied an ANCOVA analysis in analyzing the posttest scores with declaration of the pretest scores as one of the covariates. The researcher used the paired t tests and correlational analyses in analyzing the NASA-TLX cognitive index ratings. The researcher did not discover a significant difference between the experimental and control groups' posttest scores, but there was a recognizable increase between the groups' mean scores. In the paired t test analysis, the researcher discovered a significant difference of the NASA-TLX cognitive load index ratings and mental demand between the experimental group and the control group. In addition, the researcher discovered significant differences in the correlational analysis of statistical associations among the NASA-TLX cognitive load index ratings between the experimental and control groups.
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