NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Solving Graphics Tasks: Gender Differences in Middle-School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Lowrie, Tom; Diezmann, Carmel M. – Learning and Instruction, 2011
The capacity to solve tasks that contain high concentrations of visual-spatial information, including graphs, maps and diagrams, is becoming increasingly important in educational contexts as well as everyday life. This research examined gender differences in the performance of students solving graphics tasks from the Graphical Languages in…
Descriptors: Maps, Graphs, Spatial Ability, Gender Differences
Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals.
Peer reviewed Peer reviewed
Volet, S. E. – Learning and Instruction, 1997
The study of relationships between action control, motivation control, perceptions of course directions, and students' goals for 92 Australian undergraduates revealed different patterns for direction and effort and changing patterns from task on-set to off-set. Overall higher levels of effort and performance appear to require positive appraisals…
Descriptors: Academic Achievement, Affective Behavior, Cognitive Processes, Foreign Countries
Cognitive Load Effects in a Primary-School Geometry Task.
Peer reviewed Peer reviewed
Bobis, Janette; And Others – Learning and Instruction, 1993
Subjects forced to process redundant material or split their attention between multiple sources of information may encounter extraneous cognitive load. Results of 4 experiments involving 125 fourth graders in Sydney (Australia) provide evidence for the inadequacy of conventionally formatted instructional materials and emphasize debilitating…
Descriptors: Attention, Cognitive Processes, Elementary School Students, Foreign Countries
Teaching Students to Use Process-Based Learning and Problem Solving Strategies in Mainstream Classes.
Peer reviewed Peer reviewed
Ashman, Adrian F.; Conway, Robert N. – Learning and Instruction, 1993
A cognitive education program applicable across many classroom settings was evaluated with 147 Australian students in grades 4 through 7 who were or were not exposed to the Process-Based Instruction (PBI) approach. Results indicate the positive effects of PBI on student achievement and student and teacher attitudes. (SLD)
Descriptors: Academic Achievement, Cognitive Processes, Educational Change, Elementary Education