Words, pictures or both? : the influence of the presentation of contextual numeracy problems on student performance in (pre)vocational education

Buschers, L.J. (2016) Words, pictures or both? : the influence of the presentation of contextual numeracy problems on student performance in (pre)vocational education.

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Abstract:Nowadays, numeracy problems are provided with rich contexts in realistic situations. A crucial part is the presentation of the contextual numeracy problems. Because there is a lot of discussion about how these problems should be presented, it is important to find out which presentation is the most beneficial for students. Especially, because there is a stronger focus on testing numeracy skills of students in (pre)vocational education in the Netherlands. Therefore, this study investigated to what extent the presentation of context problems influences the performance of students of (pre)vocational education on numeracy tests. A distinction was made between numeracy problems in which the numbers are in text, in an image or in both text and image (repeated information). An online numeracy test was administered to 301 (pre)vocational students all over the Netherlands. Speed and accuracy were measured and to control for student characteristics a survey was conducted after completion of the test. In this study, this effect was very small to negligible, so it can be concluded that presenting redundant information is not as harmful as suggested in the fundamental design theories. It is recommended to decide for every individual item which presentation fits the purposes of the numeracy problem.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/70306
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