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.