The Effect of the Right Triangle Module on the Learning Performance in Ruler and Compass Construction of the Common Tangent of Two Circles
|關鍵字:||模組化;內在認知負荷;尺規作圖;專業知識反轉效應;modular;intrinsic cognitive load;ruler and compass construction;expertise reversal effect|
The general teaching method for ruler and compass is step-by-step; students need to memorize a large quantity and highly interactive constructing step, resulting in a considerable cognitive load. Therefore, this study attempts to use "modular" method, that is, to separate the interaction between the steps from the teaching materials then combine the specific function, which reduces the construction steps. The purpose is to decrease the intrinsic cognitive load to improve students’ learning results. This study uses a quasi-experimental research method, to explore the effect of the right triangle module on the learning performance in ruler and compass construction of the common tangent of two circles. The independent variables are the modular materials and learning outcomes. The dependent variables are post-test, delayed post-test and cognitive load. The post-test and delayed post-test are subdivided into three segments of total scores, calculations, and drawing for analysis. The cognitive load is based on the scale of how students prepare and how much effort have been taken into account for the class in order to acquire the scores to analyze the efficiency and engagement of students’ learning consequences. This design is an integration of the two results to determine whether to generate modular teaching will produce the expertise reversal effect. Here are the results: 1. In the post-test sector, there is no significant difference between the experimental group and the control group. 2. In the delayed post-test sector, the experimental group has a superior execution in total score and constructing performance than the control group. 3. In the cognitive load sector, the experimental group and the control group had no significant difference. 4. In the integration of learning efficiency and learning engagement of the students, the scores show that the high achievement experimental group in the post-test has produced high efficiency with high engagement effort. The low achievement experimental group reveals low efficiency due to low engagement effort. The measurement in the delayed post-test sector, the high achievement experimental group has high efficiency with high input effort. The low achievement experimental group, on the contrary, has low efficiency with low input effort. The study results do not generate evidence to comply that modular teaching produces the expertise reversal effect.The application of modular teaching in the high intrinsic cognitive load shows that although there are no significant differences in the post-test sector, there are significant differences in the delayed post-test sector. The test result shows that the modular design teaching method is able to reduce intrinsic cognitive load hence a better learning results.