Ngu, B. H, Yeung, A. S, Phan, H. P, Hong, K. S & Usop, H. (2018). Learning to solve challenging percentage-change problems: A cross-cultural study from a cognitive load perspective. Journal of Experimental Education,86(3), 362-385. United States of America: Routledge. Retrieved from https://doi.org/10.1080/00220973.2017.1347774
In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the “gap” between the Asian and Western countries in the use of problem-solving approaches across different cultural settings.
Institute for Positive Psychology and Education
Access may be restricted.