Effects of Enhancing Relevant Prior Knowledge on Students’ Adoption of Active Learning: A Quasi-Experimental Study
DOI:
https://doi.org/10.55074/psx64x97الكلمات المفتاحية:
active learning، cognitive load، motivation، relevant prior knowledgeالملخص
The study aimed to assess the effect of enhancing relevant topic-specific prior mathematical knowledge on students’ adoption of active learning when they are studying related new topics. A quasi-experimental study was conducted with two groups of primary third-grade students, including an experimental group of 47 students and a control group of (44) students. The results revealed that enhancing relevant topic-specific prior mathematical knowledge significantly contributed to students’ adoption of active learning when they were studying related new topics. Compared with students who did not receive enhancement prior to studying related new topics, students who received enhancement showed significant declines in cognitive load and improved positively in valuing active learning and responses to active learning. Hence, the enhancement increased the students’ cognitive resources and motivated them to adopt active learning.
التنزيلات
المراجع
Al-Ali, F. M. M. (2026). Yemeni EFL Advanced Learners’ Performance in Process and Product-Oriented Listening Comprehension Test. Arts for Linguistic & Literary Studies, 8(1), 567-585. https://doi.org/10.53286/31b3np64
Al-Moghyrah, H. B. A. (2024). Quality of Life for Students with Intellectual Disabilities and Kingdom’s Vision 2030. Journal of Arts, 12(4), 874-893. https://doi.org/10.35696/arts.v12i4.2238
Alreshidi, N. A. (2021). The effect of enhancing prior knowledge on the learning behaviors of students and the teaching practices of mathematics teachers. Journal of Human Sciences, 9(1), 271-284.
Alreshidi, N. A. K. (2023). Enhancing topic-specific prior knowledge of students impacts their outcomes in mathematics. Frontiers in Education, 8, 1050468. https://doi.org/10.3389/feduc.2023.1050468
Belcher, J. W. (2003). Improving student understanding with TEAL. Faculty Newsletters, 16(8).
Bernacki, M. L., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology enhanced learning environments. Contemporary Educational Psychology, 37(2), 148–161. https://doi.org/10.1016/j.cedpsych.2011.12.001
Boedeker, P., Schlingmann, T., Kailin, J., Nair, A., Foldes, C., Rowley, D., ... & Ismail, N. (2024). Active versus passive learning in large-group sessions in medical school: A randomized cross-over trial investigating effects on learning and the feeling of learning. Medical Science Educator, 1-9.
Chen, S. Y., Fan, J. P., & Macredie, R. D. (2006). Navigation in hypermedia learning systems: Experts vs. novices. Computers in Human Behavior, 22(2), 251-266.
Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed. In Handbook of mixed methods in social & behavioral research (209-240).
Dancy, M., & Henderson, C. (2007). Framework for articulating instructional practices and conceptions. Physical Review Special Topics–Physics Education Research, 3(1), 010103.
Deslauriers, L., & Wieman, C. (2011). Learning and retention of quantum concepts with different teaching methods. Physical Review Special Topics-Physics Education Research, 7(1), 010101.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.
du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centered teaching. South African Journal of Education, 40(1), 1-10. https://doi.org/10.15700/saje.v40n1a1631
Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211-245.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-404.
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191.
Felder, R. M. (1992). Random thoughts: How about a quick one? Chemical Engineering Education, 26(1), 18-19.
Felder, R. M. (1994). Random thoughts: Any questions? Chemical Engineering Education, 28(3), 174–175.
Felder, R. M. (2007). Random thoughts: Sermons for grumpy campers. Chemical Engineering Education, 41(3), 183-184.
Felder, R. M. (2010). Random thoughts: The link between research and teaching 2. Chemical Engineering Education, 44(3), 213-214.
Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43-47.
Felder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4), 1-5.
Feldon, D. F. (2007). Implications of research on expertise for curriculum and pedagogy. Educational Psychology Review, 19, 91-110.
Greene, J. A., Moos, D. C., Azevedo, R., & Winters, F. I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulated learning processes. Computers & Education, 50(3), 1069-1083.
Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice. Routledge.
Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge.
Henderson, C., & Dancy, M. H. (2007). Barriers to the use of research-based instructional strategies. Physical Review Special Topics–Physics Education Research, 3(2), 020102.
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012). Use of research-based instructional strategies. Physical Review Special Topics-Physics Education Research, 8(2), 020104.
Henderson, C., Stelzer, T., Hsu, L., & Meredith, D. (2005). Maximizing the benefits of physics education research. American Physical Society Forum on Education Newsletter.
Hussain, S. S. (2024). Attitudes of Saudi Students Towards EFL, English teachers and learning situations. Arts for Linguistic & Literary Studies, 6(3), 486-507. https://doi.org/10.53286/arts.v6i3.2081
Kimchi, R. (1982). Mental effort and task interference in auditory attention. Perception & Psychophysics, 32, 473-480.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance does not work. Educational Psychologist, 41(2), 75-86.
Lawless, K. A., & Kulikowich, J. M. (1996). Understanding hypertext navigation. Journal of Educational Computing Research, 14, 385-399.
Leavy, P. (Ed.). (2017). Handbook of arts-based research. Guilford.
Malan, S. B., Ndlovu, M., & Engelbrecht, P. (2014). Introducing PBL to develop self-directed learning skills. South African Journal of Education, 34(1), 1-16.
Mihalca, L., & Mengelkamp, C. (2020). Effects of prior knowledge on monitoring accuracy. Journal of Educational Psychology, 112(4), 795-810.
Mleiki, A. K. (2025). Exploring Saudi EFL Learners’ Perspectives on Digital Writing Tools for Mitigating Emotional Challenges in Foreign Language Writing. Arts for Linguistic & Literary Studies, 7(1), 577-590. https://doi.org/10.53286/arts.v7i1.2373
Mullins, J. K., & Sabherwal, R. (2020). Gamification: A cognitive-emotional view. Journal of Business Research, 106, 304-314.
Nguyen, K., Husman, J., Borrego, M., Shekhar, P., Prince, M., & DeMonbrun, M. (2017). Students' expectations… AERA Conference Paper. Retrieved April 25, 2024.
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning. Learning and Instruction, 29, 128-140.
Ramnarain, U., & Hlatswayo, M. (2018). Teacher beliefs about inquiry-based learning. South African Journal of Education, 38(1), 1-10.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
Seufert, T. (2018). The interplay between self-regulation and cognitive load. Educational Research Review, 24, 116-129.
Silembung, R., Jainuddin, M. J., & Siregar, S. (2024). Influence of active learning methods. Maerifah Journal, 1(1), 18-26.
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge and self-regulation. Journal of Computer Assisted Learning, 32(1), 31-50.
Stains et al. (2018). Anatomy of STEM teaching. Science, 359(6383), 1468-1470.
Sweller, J. (2003). Evolution of human cognitive architecture. Psychology of Learning and Motivation, 43, 216-266.
Sweller, J. (2011). Cognitive load theory. In The psychology of learning and motivation.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37-76.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Szulewski, A., Gegenfurtner, A., Howes, D. W., Sivilotti, M. L., & van Merriënboer, J. J. G. (2018). Measuring physician cognitive load. Advances in Health Sciences Education, 22, 951-968.
Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64, 37-54.
Um, E. R., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485-498.
Usman, O., & Miranda, V. (2020). The influence of motivation… https://doi.org/10.2139/ssrn.3513827
Virtanen, P., Niemi, H., & Nevgi, A. (2017). Active learning and self-regulation. Australian Journal of Teacher Education, 42(12), 1-20.
Vuorela, M., & Nummenmaa, L. (2004). How students meet new learning environments. Computers in Human Behavior, 20(6), 763-777.
Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation within computer-based learning environments. Educational Psychology Review, 20(4), 429-444.
Wu, Y. L. (2018). Gamification design. Innovations in Education and Teaching International, 55(4), 470-478.
Yeh, Y. Y., & Wickens, C. D. (1988). Dissociation of performance and workload. Human Factors, 30(1), 111-120.
Yüksel, I. (2014). Impact of activity-based mathematics instruction. International Journal of Science and Mathematics Education, 12, 1445-1468.
Zhao, J. H., Yang, Q. F., Lian, L. W., & Wu, X. Y. (2024). Impact of pre-knowledge in robot-supported learning. Computers & Education, 217, 105069.
Zimmerman, B. J. (2000). Attaining self-regulation. In Handbook of self-regulation. Academic Press.
التنزيلات
منشور
إصدار
القسم
كيفية الاقتباس
