Learning to Solve Percentages: A Comparative Study of the Equation, Unitary, and Pictorial Approaches

Abstract

Based on the design principles arise from the intrinsic load, the equation approach incorporated prior knowledge of percentage quantity as part of the learning process for percentage increase and decrease tasks. The equation approach was predicted to be better than the preferred unitary method (ACARA, 2010) or pictorial approach. Sixty year 8 students were randomly assigned to one of these approaches. Each group was exposed to identical acquisition problems but structured in their respective approaches. The equation group experienced a greater learning gain than the unitary or pictorial approach. Implications for learning percentage increase and decrease tasks are discussed.