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 ID200764
Article CategoryArticle
AuthorsAdeniji, Saidat Morenike and Baker, Penelope
Journal TitleInternational Journal of Instruction
Journal Citation16 (2), pp. 229-246
Number of Pages18
Year2023
Place of PublicationTurkey
ISSN1308-1470
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
AbstractHigh 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.
Keywordscognitive load theory; worked examples; Learning algebra; Mathematics learning
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Byline AffiliationsUniversity of New England
University of Ilorin, Nigeria
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