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The Level of Effectiveness of Self
The Level of Effectiveness of Self
Theoretical framework:
Self-directed Learning
The study is anchored from the theoretical support of Malcolm
Shepherd Knowles (1975).“SDL THEORY”, In this
theory the learner sets learning goals, finds the resources they need, creates,
and follows a learning plan, then they evaluate their own results. Will seek out
those who can help them, including teachers, mentors, or peers.
The aim of the research is to study the information retention among trainee
teachers using a self-instructional printed module based on Cognitive Load
Theory for
learning spreadsheet software. Effective pedagogical considerations
integrating the theo-
retical concepts related to cognitive load are reflected in the design and
development of the
module. As working memory limitations affect knowledge acquisition,
instructions should
be designed with the aim of reducing any unnecessary cognitive load.
Repeated measures
Analysis of Variance was conducted on 36 trainee teachers working on the
developed
module, and the results showed no effect on information retention. However,
recorded
performance scores were high and sustained throughout the post-activities,
indicating that
trainees may have demonstrated better retention skills. Generally, the results
provide some
evidence that modifications to the design of the instructions are necessary to
improve the
module so as to produce trainees with a deeper comprehension and better
retention of
Information and Communication Technology knowledge and skills.
The aim of the research is to study the information retention among trainee
teachers using a self-instructional printed module based on Cognitive Load
Theory for
learning spreadsheet software. Effective pedagogical considerations
integrating the theo-
retical concepts related to cognitive load are reflected in the design and
development of the
module. As working memory limitations affect knowledge acquisition,
instructions should
be designed with the aim of reducing any unnecessary cognitive load.
Repeated measures
Analysis of Variance was conducted on 36 trainee teachers working on the
developed
module, and the results showed no effect on information retention. However,
recorded
performance scores were high and sustained throughout the post-activities,
indicating that
trainees may have demonstrated better retention skills. Generally, the results
provide some
evidence that modifications to the design of the instructions are necessary to
improve the
module so as to produce trainees with a deeper comprehension and better
retention of
Information and Communication Technology knowledge and skills.