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Theoretical Framework

The document discusses several learning theories that inform the researcher's work: 1. Component Display Theory (CDT) categorizes learning into content and performance dimensions and can be used to design instruction. 2. Vygotsky's Zone of Proximal Development theory holds that learners benefit from guidance from more capable individuals. 3. Jung's Schema Theory posits that prior knowledge forms the basis for new learning. 4. Gardner's Multiple Intelligences Theory recognizes different learning styles and intelligences. The researcher believes multimedia can improve math performance by engaging learners' senses, building on their prior knowledge through familiar media, and catering to different learning styles.

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Edelyn Dollente
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175 views3 pages

Theoretical Framework

The document discusses several learning theories that inform the researcher's work: 1. Component Display Theory (CDT) categorizes learning into content and performance dimensions and can be used to design instruction. 2. Vygotsky's Zone of Proximal Development theory holds that learners benefit from guidance from more capable individuals. 3. Jung's Schema Theory posits that prior knowledge forms the basis for new learning. 4. Gardner's Multiple Intelligences Theory recognizes different learning styles and intelligences. The researcher believes multimedia can improve math performance by engaging learners' senses, building on their prior knowledge through familiar media, and catering to different learning styles.

Uploaded by

Edelyn Dollente
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Theoretical Framework

The researcher has anchored her studies to different authors to support her

contention. These theories are where the researcher has anchored her own. Among these

are the Component Display Theory (CDT), Lev Vygotzky’s Zone of Proximal

Development, Karl Jung’s Schema Theory and Gardner’s Multiple Intelligences Theory.

David Merrill’s Component Display Theory (CDT) classifies learning into two

dimensions: content and performance. Merrill developed a performance that is required

for an area of content. The dimensions of content consist of four areas: 1.) Facts; 2.)

Procedures; 3.) Contents; and 4.) Principles.

Accordingly, CDT can be used to design instruction for any level of cognitive

domain and a basis for lesson design in computer-based learning system. Through this a

teacher can design a lesson which could stimulate the learner’s senses and increase their

level of retention.

The researcher similarly believes that learners could learn better if their senses are

working simultaneously. In a difficult subject like mathematics, it is important to create a

lesson in which learners could retain the concept better.

Another theory that this paper has anchored into is the Zone of Proximal

Development by Lev Vygotzky. According to this theory, a learner needs the guidance of

more capable individuals to do farther and better than they already could.

This research also believes that the adult, a teacher parent or more capable

siblings can guide the learners in their studies. These guides can use multimedia such as
print, video and audio or combination of these to enhance the learning activity. In a

subject like mathematics, a more capable individual can explain the concept better with

the aid of multimedia materials so that learners can grasp it better.

Karl Jung theory of schema is another theory that the researcher looked into.

Schema or the previous knowledge of the learners can be the basis of learning. As a

teacher teaching mathematics, this can be the starting point in which a teacher can build

her/his lesson from. The learner’s exposure to different media can be used in teaching

mathematics as they could better grasp lesson better using a familiar medium.

Meanwhile, the multiple intelligences of Howard Gardner is well accepted in the

field of education. According to this theory, the learners have multiple intelligences in

which they dominantly learn. One might be adept and can better when there is sight

stimulation, while others when being taught or when they interact with fellow learners.

Considering this theory, a teacher must create supplementary activities in mathematics

lesson which caters different learning styles and intelligences of the learners so that

retention of concept can be attained.

Through these foregoing theories, the researcher theorizes that learners can

improve their academic performance in mathematics through the use of multimedia.

Mathematics, a particularly difficult subject can be taught effectively when learners are

taught using materials that can stimulate their senses and interest.
Component Display Theory Schema Theory
(CDT)
Schema or the previous
To design instruction to any knowledge of the learners can be
level of the cognitive domain the basis of learning
and it provides a basis for
lesson design in computer
based learning system.

Researcher’s Theory

learners can improve their academic


performance in mathematics through
the use of multimedia

Multiple Intelligences Theory Zone of Proximal Development


(ZPD)
The learners have multiple
intelligences in which they Learner needs the guidance of
dominantly learn more capable individuals to do
farther and better than they
already could

Figure 2. Theoretical Paradigm

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