Effectiveness of Multiliteracy Approach in Student&rsquo;s Cognitive Learning Processes

Rosalinda  P. Obias,

Effectiveness of Multiliteracy Approach in Student’s Cognitive Learning Processes

Abstract:

Researchers developed the multiliteracy theory and its differentiated approaches to enhance educational opportunities for all students. This present study applied these approaches in mathematics and assessed the effectiveness of the multiliteracy theory pedagogy framework on college students’ cognitive learning processes. The study utilized a quasi-experimental pretest-posttest research design to measure students’ cognitive skills based on their knowledge and understanding of mathematical concepts before and after participating in a particular multiliteracy approach. Intervention approaches were the overt instruction, critical framing, and transformed practice for the experimental groups while situated practice approach for the control group. Different activities designed for the different types of approaches were presented to and done by students in the experimental and control groups. Three cognitive skill levels of the respondents were measured in the pretest and posttest. The results show a significant increase in the scores of students on their higher cognitive skill levels along with the different intervention approach activities than with the control or situated practice approach. Students significantly improved their higher cognitive learning processes when they participated in the multiliteracy intervention approaches – transformed practice, critical framing, and overt instruction, than situated practice. Findings call for a balance of multiliteracy approaches to enhance students’ cognitive learning processes.

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