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Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students.

Saadati F, Ahmad Tarmizi R, Mohd Ayub AF, Abu Bakar K - PLoS ONE (2015)

Bottom Line: Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace.This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students.The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase.

View Article: PubMed Central - PubMed

Affiliation: Institute for Mathematical Research, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; Department of Science, Jundi-Shapur University of Technology, Dezful, Iran.

ABSTRACT
Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

No MeSH data available.


Phase III, Estimated Marginal Means of Statistics Problem-Solving Performance.
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pone.0129938.g004: Phase III, Estimated Marginal Means of Statistics Problem-Solving Performance.

Mentions: Test III was conducted after the last phase of treatment, known as the self-exploring phase, which was a follow-up phase. Actually, there was no difference among activities designed for both groups as well as no interactions between the monitor and the students in the treatment group. The obtained performance scores for this test for the treatment group showed an improvement over the pre-test (M0 = 55.68, and M3 = 58.74) in comparison to the students in the control group (M0 = 57.12, and M3 = 46.24). Fig 4 clearly presents this difference.


Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students.

Saadati F, Ahmad Tarmizi R, Mohd Ayub AF, Abu Bakar K - PLoS ONE (2015)

Phase III, Estimated Marginal Means of Statistics Problem-Solving Performance.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4488879&req=5

pone.0129938.g004: Phase III, Estimated Marginal Means of Statistics Problem-Solving Performance.
Mentions: Test III was conducted after the last phase of treatment, known as the self-exploring phase, which was a follow-up phase. Actually, there was no difference among activities designed for both groups as well as no interactions between the monitor and the students in the treatment group. The obtained performance scores for this test for the treatment group showed an improvement over the pre-test (M0 = 55.68, and M3 = 58.74) in comparison to the students in the control group (M0 = 57.12, and M3 = 46.24). Fig 4 clearly presents this difference.

Bottom Line: Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace.This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students.The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase.

View Article: PubMed Central - PubMed

Affiliation: Institute for Mathematical Research, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; Department of Science, Jundi-Shapur University of Technology, Dezful, Iran.

ABSTRACT
Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

No MeSH data available.