A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples

• In Event: Cognitive Processes in Learning

Abstract

The ‘testing effect’ refers to the finding that after an initial study opportunity, testing is more effective for long-term retention than restudying. However, it is unclear whether this effect also applies to acquiring problem-solving skills from worked examples, which is important to establish given the key role problems play an in math and science curricula. Forty students either studied worked examples (SSSS) or tested themselves after each example by solving an isomorphic problem (STST) and then engaged in an immediate and delayed (one week) test. Surprisingly, results showed equal performance in both conditions on the immediate test, but the SSSS condition outperformed the STST condition on the delayed test, suggesting the testing effect may not apply to acquiring problem-solving skills.

Authors

• Tamara Van Gog, Erasmus University

• Liesbeth Kester, The Open University of the Netherlands