Improving transfer of learning through designed context-based instructional materials

Michael Allan A. Bahtaji 1 *
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1 Physics Department, Technological University of the Philippines, Manila, Philippines
* Corresponding Author
EUR J SCI MATH ED, Volume 3, Issue 3, pp. 265-274. https://doi.org/10.30935/scimath/9436
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ABSTRACT

This study investigates the outcome of designed source-text materials in context-based physics learning using validated test questions in mechanics. Two groups of students received context-based instruction (experimental group) and one group received content-based instruction (control group). These three groups of students are only different with the (designed and un-designed) source-text materials. The mean-frequency of scores was compared. Furthermore, students were given achievement test and transfer-test. The scores from these two tests were correlated. In general, the results showed that additive source-text materials in context-based instruction significantly improve the performance of the student in mechanics.

CITATION

Bahtaji, M. A. A. (2015). Improving transfer of learning through designed context-based instructional materials. European Journal of Science and Mathematics Education, 3(3), 265-274. https://doi.org/10.30935/scimath/9436