EFFECTS OF EXAMPLE-PROBLEM BASED LEARNING ON TRANSFER PERFORMANCE IN CIRCUIT THEORY

In the domain of circuit theory, the main goal of the experiment was to investigate a hypothesis that example-problem-based learning (epbl) would lead to better transfer performance than traditional learning (tl) approach; this applied specifically to near-transfer and far-transfer scale. the participants were vocational diploma-level students who were novices in completing the given tasks. as a means of data collection, 10-items open-ended test was applied as a pre-test and post-test. a sufficient reliability value was obtained (cronbach’s alpha) 0.74. it was hypothesised and confirmed that epbl would lead to higher learning outcomes on the nearand far-transfer scale than tl approach.