IJSSER

Title: An Investigation of Whether Exposure to Problems Involving Real-world Applications of the Pythagorean Theorem Facilitates Transfer of Learning
Authors: Kriti Regandla, Ishra Zaman and John Leddo
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Kriti Regandla, Ishra Zaman and John Leddo MyEdMaster, LLC Virginia, USA
MLA 8 Regandla, Kriti, et al. "An Investigation of Whether Exposure to Problems Involving Real-world Applications of the Pythagorean Theorem Facilitates Transfer of Learning." Int. j. of Social Science and Economic Research, vol. 9, no. 12, Dec. 2024, pp. 6010-6016, doi.org/10.46609/IJSSER.2024.v09i12.024. Accessed Dec. 2024. APA 6 Regandla, K., Zaman, I., & Leddo, J. (2024, December). An Investigation of Whether Exposure to Problems Involving Real-world Applications of the Pythagorean Theorem Facilitates Transfer of Learning. Int. j. of Social Science and Economic Research, 9(12), 6010-6016. Retrieved from https://doi.org/10.46609/IJSSER.2024.v09i12.024 Chicago Regandla, Kriti, Ishra Zaman, and John Leddo. "An Investigation of Whether Exposure to Problems Involving Real-world Applications of the Pythagorean Theorem Facilitates Transfer of Learning." Int. j. of Social Science and Economic Research 9, no. 12 (December 2024), 6010-6016. Accessed December, 2024. https://doi.org/10.46609/IJSSER.2024.v09i12.024.
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ABSTRACT: Transfer of learning is a fascinating concept that has intrigued educators and researchers for several years. Transfer of learning refers to the transferability of skills and knowledge from one scenario to another unfamiliar scenario. The present study investigates whether giving students real world examples of the application of the Pythagorean Theorem to real world settings would lead to improved performance on such problems on a post-test compared to giving students problems that only apply the Pythagorean Theorem to triangles. Twenty-one middle school students ranging from 6th to 8th grade from Fairfax County and Loudoun County, Virginia were newly introduced to the concept of Pythagorean Theorem. The students were randomly assigned into two groups. One group received instruction in the Pythagorean Theorem that utilized problems that exclusively involved triangles. The second group received similar instruction that also included problems involving real world applications of the Pythagorean Theorem. At the end of their respective instructional periods, both groups were given a 15-question post-test that included Pythagorean Theorem-related problems using both triangles and real world applications. Results showed that both groups performed virtually identically on the post-test, including on the real-world problems. This suggests that transfer of learning did not occur.

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