Investing the effects of undergraduate student's multiple representation methods and prior knowledge levels on problem solving succes, cognitive load and retention

Problem solving, one of the important components of education, has taken its place in the curriculum because it is a learnable skill. Problems in terms of structure can be considered as well-defined problems and ill-defined problems. There are many studies on well-defined problems, but few studies on ill-defined problems. In this study, the effect of multiple representation method and prior knowledge level on the achievement of undergraduate students in solving ill-defined problems problems was examined. Among the experimental research designs in the study quasi-experimental and 2x2 (multiple representation method x prior knowledge level) factorial design was used. The study group consists of 39 undergraduate students. The dependent variables of the study were determined as academic achievement, cognitive load and retention (near transfer). Independent variables are considered as multiple representation method (part-task, whole-task) and prior knowledge levels (novice, expert). Developed to measure variables within the scope of the study database management system achievement test, academic achievement exam and cognitive load scale were used as data collection tools. Since the data obtained from the data collection tools displayed normal distribution, they were analyzed with two way anova and independent sample t-test. Significant results in the analysis Cohen (d) in independent groups t-tests and eta-square (η2) in two-way analysis of variance effect size values are also given. As a result of the research, it was determined that the level of prior knowledge and the interaction between multiple representation method and the level of prior knowledge significantly affect academic achievement. Also in terms of cognitive load variable, it was found that the interaction of the multiple representation method and prior knowledge level was statistically significant. The findings supported the expertise reversal effect. Regarding the retention (near transfer) variable, it was observed that only the prior knowledge level created a statistically significant difference. As a result, while ill-defined problem solving skills are being taught, students' prior knowledge levels should be considered and according to him, the necessity of applying a teaching method has emerged. Cognitive load levels varied according to the teaching method applied and students' prior knowledge levels. In addition, it was found that prior knowledge level is an important factor on retention (near transfer) skill. Finally, recommendations were made in line with the results obtained.