Compensating for Perceived Competence by Learning From Errors

• In Event: Self-Directed and External Supports for Student Learning

Abstract

Middle school algebra students (N=130) assigned to either a problem-solving control group or one of two worked examples conditions, completed a teacher-implemented classroom study to assess whether worked examples, either incorrect or correct, with self-explanation prompts lead to the attainment of procedural skills and conceptual understanding; the influence of students’ perceived competence was also explored. Worked examples and self-explanation prompts fostered conceptual understanding more than problem-solving alone. Incorrect worked examples were particularly effective and weakened the influence of perceived competence on learning. Findings suggest that learning from errors through the use of incorrect worked examples and self-explanation may serve as a buffer for students with lower perceived competence and provide a more level playing field in mathematics classrooms.

Authors

• Christina Barbieri, Temple University

• Julie L. Booth, Temple University