The Variability Effect in High- and Low-Guidance Mathematics Learning Groups: An Experimental Study

• In Event: Poster Session 12
  In Poster Session: Division C Poster Session

Abstract

According to cognitive load theory, the variability effect occurs when exposure to highly variable tasks results in superior transfer performance. Prior work has found variability effects in high but not low guidance groups. The present study explores the variability effect further and hypothesizes that high variability would benefit both high and low guidance groups. By comparing four randomised controlled groups (N=103 mathematics students, Mage =26.57, SDage =5.16), which differed by level of guidance and level of variability, a 2 by 2, between-groups, ANCOVA indicated that exposure to greater variability boosted transfer performance, regardless of guidance level provided. This outcome is important for teaching because it indicates that high variability may benefit a wider variety of instructional designs than previously thought.

Author

• Vicki Likourezos, University of New South Wales