Effectiveness of Training Program Based on Cognitive Apprenticeship Model to Improve Strategic Thinking

Skills and Learning Efficiency for Secondary School Students1

Dr. Helmy Elfiel

Dept. of Educational and Psychological Sciences

University of Alexandria

Abstract

This study sought to identify the effectiveness of a training program based on the Cognitive Apprenticeship

Model (CAM) to improve secondary school students strategic thinking capability and learning efficiency. The CAM

is a process by which learners learn to use cognitive and metacognitive skills and processes to guide learning from

experienced mentors (Dennen & Burner, 2008).

The study sample consisted of (64) female secondary school students. Their average age was 15.42 years

(SD=1.67). The sample was divided equally into an experimental and control group. In the pre, post, and follow-up

test stages of the study, all subjects were administered the Strategic Thinking Questionnaire (STQTM) developed by

Pisapia and Reyes-Guerra and validated by Pisapia et al. (2009 & 2011) which measures the respondents use of

systems thinking, reflecting, and reframing skills. The respondents also took a mental effort questionnaire prepared

by Burkes (2007) which measures the relationship of mental effort to performance. It yields an instructional efficiency

score (e.g., high task performance is called high learning efficiency and vice versa). Using this scale, learning

efficiency was measured with the results of an achievement test in chemistry during the post test phase of the research.

See Paas and Van Merrienboer (1993) for a full description of the algorithm. All instruments were translated to Arabic

and then back translated.

After the pre testing was completed, respondents in the experimental group were trained in the Cognitive

Apprentice Model followed by Post and follow up testing. Statistically significant differences were found between

the experimental group and control group in Strategic Thinking Skills (ES=.89) and learning efficiency (ES=.74) but

not mental effort. Both effect sizes point to a sizable impact made by the Training Program Based on Cognitive

Apprenticeship Model on student thinking and learning efficiency. (contact for full details helmyelfiel@yahoo.com

Key words Cognitive Apprenticeship Model, Strategic Thinking Skills, Learning Efficiency, Academic Achievement, Mental Effort.

References

Burkes, K. (2007). Applying cognitive load theory to the design of online learning, Doctoral Dissertation, University

of North Texas USA.

Dennen, V. & Burner K. (2008). The cognitive apprentice model in education, In M. Spector, M. Driscoll, D.

Merrill, and J. van Merrieboer (Eds.), Handbook of Research on Educational Communications and

Technology,3rd ed. (pp. 426-437). New York: Erlbaum.

Paas, F., & Van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine

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Paas, F., Ayres, P. & Pachman, M. (2008). Assessment of cognitive load in multimedia learning: Theory, methods

and applications, In D.H. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that

facilitate student learning. (pp. 11-35). Charlotte: Information Age Publishing.

Pisapia, J., Morris, J., Cavanaugh, G., & Ellington, L. (2011). The Strategic Thinking Questionnaire: Validation and

Confirmation of Constructs. Presented at The 31st SMS Annual International Conference, Miami, Florida

November 6-9, 2011.

Pisapia, J. (2009). The strategic leader: New tactics for a globalizing world. Charlotte, NC: Information Age

Publishers.

1 Paper presented at The 32 International Conference of Egyptian Association for Psychological Studies. Cairo, Ain

Shams University, 9-10 April, 2016.