The Effect of Worked Example Presentation on Student Learning

• In Event: Perspectives on Learning in Technology-Rich Contexts

Abstract

This study examines the impact of worked example presentations on algebra learning in an online environment. We recruited 142 middle school students who completed a pretest, six worked example and practice problem pairs, and a posttest on linear equation-solving. Participants were randomly assigned to one of six conditions which presented worked examples in: 1) concise static, 2) extended static, 3) concise sequential, 4) extended sequential, 5) dynamic no history, or 6) dynamic history formats. Preliminary findings replicate the worked example effect across all conditions and suggest that there may be differences in performance by condition although a larger sample is needed to have the statistical power to detect those differences. Data collection will continue and final results will be presented.

Authors

• Avery Harrison Closser, Worcester Polytechnic Institute

• Hannah Smith, Worcester Polytechnic Institute

• Jenny Yun-Chen Chan, Worcester Polytechnic Institute

• Cindy Trac, Worcester Polytechnic Institute

• Erin R Ottmar, Worcester Polytechnic Institute