Research On Effects Of Worked-example Presentation Form And Cognitive Style On Mathematics Learning Performance Of Senior High School Students

The main purpose of this study intended to discuss the effect of Field Independent subjects(FIs),Field Dependent subjects(FDs)of senior high school using various worked-examples presentation ways on probability learning task. The questions explored here were:1. How did various worked-examples presentation ways differently perform on probability learning tasks.2. How did FIs and FDs differently perform on probability learning tasks.3. How did FIs/FDs and various worked-examples presentation ways create interactive effect on probability learning tasks.The study used experimental research method. The subjects were first grade students of senior high school in Zhejiang Province. According to the scores of Embedded Figures Test students were divided into FI and FD. The first experiment tests the result that the BF presentation way of worked-example be of advantage to foster learners' achievement and discuss whether different cognitive style subjects differently perform on probability learning tasks in the two presentation way of worked-example. Experiment 2 brings forward a new presentation way of worked example, BF+ prompt, which could reduce the task difference of different cognitive style learners, and compares the effect on different cognitive style learner in BF+prompt with that in BF. The two experiments adopt 2*2 experimental design, and each group was composed of 15 students. The instruments was "Embedded Figures Test", "self-made learning material of probability" ,and the information acquired was dealt with SPSS10.0 for Windows. The results indicated as followings:1. There are different effects on study in different presentation ways of worked-example. Comparatively speaking, the BF presentation way of worked example and the BF+prompt presentation way are better than the EP way to foster the learners' self-explanation, and improve the performance.2. Cognitive style lives up significantly different level. Comparatively speaking, FIs performed better than those of FDs in worked example learning. But no overall difference were found between FIs and FDs in BF+prompt presentation way.3. No interactive effect of cognitive style and worked-example presentation way were found through ANOVA.Finally the study discussed the above results in more detail, and provided suggestionsof worked-example design and assumption for further studies of it.