Iranian Journal of Learning and Memory

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Peer Review Process

Publication Ethics

Indexing and Abstracting

Journal Metrics

FAQ

News

Related Links

Guide to Registration

Article Writing Guide

Manuscript Template

References Guideline

Forms

List of Reviewers in 2019

List of Reviewers in 2020

List of Reviewers in 2021

List of Reviewers in 2022

The Effect of Explanation and Solved Examples on Students’ Transfer, Intrinsic Motivation and Cognitive Load in English Courses

Document Type : Original Article

Authors

1 Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

2 Department of Educational Psychology, Kharazmi University, Tehran, Iran

Abstract

Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic motivation, and cognitive load in English courses. It was an experiment in the form of a 2×2 generalized random block design. The population consisted of all 8th-grade students in Semnan, Iran, from whom 120 students were selected applying random sampling – by considering a figure for each student, writing each figure on a piece of paper, putting all inside a pack, mixing them together, and drawing one piece out each time to get 120 candidates. Teaching English was done using the “Solved Examples” method. The instruments applied  to collect the data included the Intrinsic Motivation Questionnaire by Kuvaus and Dysvik (2009), the Cognitive Load Questionnaire by Paas and van Merrienboer (1993), and the researcher-made questionnaire of near and far transfer. The statistical analysis of the data was conducted using the Two-way Analysis of Variance (ANOVA). The findings indicated that the format of presenting content (ordinary and erroneous solved examples) and self-explanation are correlated significantly with the near and far transfer, cognitive load, and intrinsic motivation (P<0.01). Based on the obtained results, it can be argued that self-explaining and presenting solved examples are useful strategies to enhance students’ transfer, intrinsic motivation, and cognitive load in learning English, and can be included in the curriculum of schools to empower students in solving intellectual problems.  

Keywords

References
Aali, A., Khorami, A., & Eslami, S. (2019). When is Problem-based Learning More Effective? A Meta- analysis. New Educational Approaches  , 13(2), 77-94. doi:10.22108/nea.2019.105216.1104
Abdi, A., & Rostami, M. (2018). The Effect of Instruction Based on Cognitive Load theory on Academic Achievement, Perceived Cognitive Load and Motivation to Learning in Science Courses. Journal of Instruction and Evaluation, 10(40), 43-67.
Barati, H., & Oreyzi, H. (2016). Relations of Leadership Empowerment Behavior and Job Enrichment with Career Satisfaction: The Mediating Role of Intrinsic Motivation. Contemporary Psychology. Biannual Journal of the Iranian Psychological Association, 11(1), 63-74.
Calderón, A., Meroño, L., & MacPhail, A. (2019). A student-centred digital technology   approach: The relationship between intrinsic motivation, learning climate and academic  achievement of physical education pre-service teachers. European Physical Education  Review, 26(1), 241-262. https://doi.org/10.1177/1356336x19850852
Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2017). Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing  effect. Educational Psychology Review, 30(2), 483-501. https://doi.org/10.1007/s10648-017-9426-2Dunlosky, J., Badali, S., Rivers, M. L., & Rawson, K. A. (2020). The role of effort in   understanding educational achievement: Objective effort as an explanatory construct versus effort as a student perception. Educational Psychology Review, 32(4), 1163-1175. https://doi.org/10.1007/s10648-020-09577-3Ghadampour, E., Khalili Z., & Rezaeian, M. (2018). Effect of Teaching Meta-Cognition Package(Critical Thinking, Problem Solving and Meta-Cognition Approaches) on the motivation and the scholastic achievement of male students of first grade high school. Journal of  Instruction and Evaluation, 11(42), 71-90.
Ghanbari, M., Hassanabadi, H.R., & Kadivar, P. (2017). The impacts of explanation and priorknowledge on cognitive load and learning translation in a computer-based multimedia learning environment .Journal of Cognitive Psychology, 5(1), 11-20.
Hassanabadi, H.R., & Nuri, M. (2008). Self- explaining and Instructional explanation: Two helpful techniques to use the method of solution of worked-out example step by step. Educational Computers & Education, 4(6), 426-445.
Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26(6), 1246-1252.DOI:https://doi.org/10.1016/j.chb.2010.03.025
Mohammadi Darvish Baqal, N., Hatami, H., Asadzadeh, H., & Ahadi, H. (2013). A study of the effect of teaching (cognitive and metacognitive) self-regulation strategies on high school students’ motivational beliefs (educational motivation, self-efficacy, test anxiety). Educational Psychology, 9(27), 50-64.
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). New Jersey: Merrill, Prentice- Hall.
Renkl, A. (2014). Toward an instructionally oriented theory of example-based learning. Cognitive Science, 38(3), 1-37. https://doi.org/10.1111/cogs.12086
Rittle-Johnson, B., Loehr, A.M. & Durkin, K. (2017). Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles. ZDM Mathematics Education, 49(4), 599–611. https://doi.org/10.1007/s11858-017-0834-Tabatabaee, M., Ejei, J., Hasanabadi, H. R., & Abdous, F. (2013). Explanation in incomplete worked examples: is increasing germane cognitive load and decreasing intrinsic cognitive load simultaneously possible?. Journal of Psychology, 17(3), 260-   274.Tempelaar, D. T., Rienties, B., & Nguyen, Q. (2020). Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics. Applied Cognitive Psychology, 34(4), 890-905. https://doi.org/10.1002/acp.3652
Velaayatee, E., Kan'aanee, M., & Ramezaanee, S., (2013). The effect of cognitive load control on memorization and retention of English Grammar. The Journal of New Thoughts on Education, 9(1), 105-132. doi: 10.22051/jontoe.2013.336
Wilson, J.  A., & Soblo, H. (2020). Transfer and transformation in multilingual student writing. Journal of English for Academic Purposes, 44(3), 100812-100823. https://doi.org/10.1016/j.jeap.2019.100812Wynder, M. (2017). Visualising accounting concepts: Insights from cognitive load theory for English as a second language students. Accounting Education, 27(6), 590-612. https://doi.org/10.1080/09639284.2017.1361847
Iranian Journal of Learning and Memory
Volume 4, Issue 15 - Serial Number 15
October 2021
Pages 7-14
Files
Share
How to cite
Statistics