Effects of Subgoal Labeled Expository Text Differ Across Programming, Statistics, and Chemistry

• In Event: STEM Interventions for Learning and Motivation

Abstract

While some aspects of learning do not vary across domains, domain-specific characteristics can affect the impact of learning interventions. This study examines the effect of an instructional intervention, subgoal learning, on problem solving performance in different STEM domains. Subgoal labeled expository text and subgoal labeled worked examples have improved learners’ performance in programming. The present study explored their effects on solving problems in statistics and chemistry in a laboratory experiment with undergraduate participants. Across all three domains, subgoal labeled worked examples was equally effective in aiding transfer between studying instructions and solving problems. Subgoal labeled expository text, however, improved performance only for problem solving procedures that were complex or required specialized tools.

Author

• Lauren Elizabeth Margulieux, Georgia State University