Comparing Efficiency Between Correct and Incorrect Worked Examples

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

Instructional efficiency has been proposed as a measure of the quality of learning outcomes when computed as a combination of performance on the test and mental effort invested while completing the test (Paas & Van Merriënboer, 1993). Researchers have adopted an alternative efficiency measure computed as a combination of performance on the test with mental effort invested during training (Tuovinen & Paas, 2004). In this paper we use both types of measures of efficiency to compare four experimental conditions in relation to the use of correct versus incorrect worked examples in Algebra I classrooms. We find that inferences about the quality of instructional interventions considering performance and mental effort can differ from inferences made based on performance alone.

Authors

• Steven K Peterson, School District of Haverford Township

• Julie L. Booth, Temple University