Thesis (D.A.)--Illinois State University, 1988. / Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Kenneth A. Retzer (chair), Lynn H. Brown, John A. Dossey, Lotus D. Hershberger, Albert D. Otto, Walter D. Pierce. Includes bibliographical references (leaves 97-102) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.

M.Sc.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 166-175). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 166-175). Also available on the Internet.

This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).

Abstract not available

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 21, 2007) Vita. Includes bibliographical references.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references and index.

Thesis (D.A.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: John A. Dossey (chair), Roger Day, Michael Marsali, Michael Plantholt. Includes bibliographical references (leaves 196-202) and abstract. Also available in print.