Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems
Article
Adeniji, Saidat Morenike and Baker, Penelope. 2023. "Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems." International Journal of Instruction. 16 (2), pp. 229-246. https://doi.org/10.29333/iji.2023.16214a
| Article Title | Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems |
|---|---|
| ERA Journal ID | 200764 |
| Article Category | Article |
| Authors | Adeniji, Saidat Morenike and Baker, Penelope |
| Journal Title | International Journal of Instruction |
| Journal Citation | 16 (2), pp. 229-246 |
| Number of Pages | 18 |
| Year | 2023 |
| Place of Publication | Turkey |
| ISSN | 1308-1470 |
| 1694-609X | |
| Digital Object Identifier (DOI) | https://doi.org/10.29333/iji.2023.16214a |
| Web Address (URL) | https://www.e-iji.net/volumes/373-april-2023,-volume-16,-number-2 |
| Abstract | High school students have been reported to have difficulties solving complex algebraic problems. This study therefore investigated the effects of worked example instruction on students’ learning outcomes in solving complex algebraic problems. The study was a quasi-experiment that involved a pre-test, an intervention, a post-test, and a delay test. The responses of 72 students (aged 14 to 15 years) were scored following the structure of the observed learning outcomes (SOLO) model and analysed using the Rasch model and regression analysis. The results indicated a significant effect of worked examples from the pre-test to the post-test; however, this effect was not completely retained at the delay test. Also, worked examples had a larger effect on the low-ability students than the highability students, but student gender neither influenced nor interacted with learning outcomes at the post-test and delay test. Lastly, the results revealed an interaction between the worked example effects and students’ expertise level, with the highability students experiencing a full reversal of the worked example effect. These results are explained with respect to element interactivity and expertise reversal effects, and inform mathematics educators and teachers of the conditions of the worked example effect and the implications for classroom practices. |
| Keywords | cognitive load theory; worked examples; Learning algebra; Mathematics learning |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390109. Mathematics and numeracy curriculum and pedagogy |
| Byline Affiliations | University of New England |
| University of Ilorin, Nigeria |
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https://research.usq.edu.au/item/z20v8/effects-of-worked-example-on-students-learning-outcomes-in-complex-algebraic-problems
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