Impact of Dual Coding Strategy to Enhance Students’ Retention of Scientific Concepts in Middle Schools

Clicks: 7
ID: 334895
2023
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #854 of 1,064 articles by views in Annals of Human and Social Sciences

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 1,064 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Recognizing the significance of cultivating enduring conceptual understanding, this study seeks to explore the impact of the dual coding strategy on mitigating the observed challenges in scientific retention. Dual coding, rooted in Allan Paivio's theory posits that combining verbal and visual elements enhances learning and memory recall. This theoretical framework suggests that integrating dual coding into middle school science instruction may bridge the gap between immediate comprehension and long-term retention (Clark & Paivio, 1991; Mayer & Sims, 1994). The literature review within this study delves into existing research on the effectiveness of dual coding in enhancing students' memory retention and conceptual understanding in science education. It examines studies exploring the practical implementation of dual coding, its cognitive benefits, and potential challenges, specifically focusing on middle school settings. By investigating the impact of dual coding on scientific retention, this study aimed to provide actionable insights for middle-year educators seeking to address the observed disparity between classroom activities and assessment outcomes. The findings of (Chen et al., 2017) may not only contribute to the pedagogical discourse on science education, but also offer practical strategies for teachers to optimize their instructional approaches, ultimately fostering a more enduring grasp of scientific concepts among middle school students.
Reference Key
imported_1793228461_6ae27ead82270 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Kanza Junaid Mir, Syeda Aliya Fatima, Syeda Tasneem Fatima
Are you one of these authors? Claim your profile
Journal Annals of Human and Social Sciences
Year 2023
DOI
10.35484/ahss.2023(4-IV)63
URL
https://ojs.ahss.org.pk/journal/article/view/570
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.