Evaluation of educational-software and paper-based resources for teaching logical-thinking skills to grade six and seven students

Fenrich, Peter John (author)
Phillips, John (thesis advisor)
Open University Malaysia Faculty of Education and Languages (Degree grantor)
Open University Malaysia Faculty of Education and Languages (Degree granting institution)

Dissertation/thesis

© Peter J. Fenrich, 2015. All rights reserved. No part of this work covered by the copyright heron may be reproduced or used in any form or by any means – graphics, electronic, or mechanical including photocopying, taping, or information storage and retrieval systems – without written permission of the author.
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Open University Malaysia

08-27-2015

381 pages

Guided by the objectives of investigating whether there were any differences between the effectiveness of the paper-based materials and educational software in teaching logical-thinking skills and transferring those skills to new problems and determining the efficacy of the paper-based materials and educational software in teaching logical-thinking skills and transferring those skills to new problems, a mixed-method research approach was used. A qualitative assessment was conducted to ascertain the appropriateness of the materials and a quantitative assessment was done using a pre-test, post-test, experimental design to assess the effectiveness of the materials in teaching logical-thinking skills. Based on the qualitative analysis, after the initial materials were modified through the information gained from the pilot students and changes were put in as suggested by the reviewers through their iterative reviews of the materials, it was determined that the reviewers considered that the events of instruction addressed in this intervention (gaining attention, informing the learner of the learning outcome, presenting the material, providing learning guidance, eliciting the performance, providing feedback, assessing performance, and enhancing retention and transfer) provided the attributes needed to effectively teach the logical-thinking skills of classification, analogical reasoning, sequencing, patterning, and deductive reasoning. For the quantitative analysis, one-way ANOVAs were performed to compare an experimental group learning from educational software (32 students), an experimental group learning from paper-based materials (32 students), and a control group (32 students). Given significance was found between the groups, Tukey HSD Post Hoc Tests were done. For each test, the subjects taught through educational software and those taught through paper-based materials scored significantly higher in logical-thinking ability than the control group, except for the subskills of patterning and deductive reasoning for the subjects learning through educational software, and the skill of deductive reasoning for the subjects learning through paper-based materials. For the transfer learning scores, the subjects learning through paper-based materials scored significantly higher than the control group. There were no significant differences between subjects taught through paper-based materials and those taught through educational software on any test. Based on paired samples t-test results, the subjects learning from educational software and those learning from paper-based materials had significant percentage gains on all of their pre-test to post-test scores, except the subjects learning through paper-based materials showed no significant gains on the sequencing and deductive-reasoning skills.

Logical thinking
Instructional design
Qualitative analysis
Quantitative analysis

Instructional systems
Qualitative research
Quantitative research
Logic

Eng

electronic

Doctor of Philosophy

Graduate

Education

Doctor of Philosophy (Education)