Promoting Categorization of Statistics Word Problems Through Practice with Feedback and Examples

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

The current study explored how to improve the first step in problem-solving transfer – successful problem categorization – by implementing practice with explanative feedback and examples in a computer-based environment. As training, 192 university students were asked to sort 12 statistical word problems into t-test, chi-squared or correlation categories with 0, 1, or 3 examples provided for each category and explanative feedback provided or not. Students performed better on a subsequent sorting test if they had received feedback during training, but receiving examples during training was not helpful. Feedback improves student’s ability to correctly categorize problem types, while students were not successful in abstracting structural features from multiple example problems in the computer-based platform. Implications for analogical transfer theory are discussed.

Authors

• Michael Osfeld, University of California - Santa Barbara

• Richard E. Mayer, University of California - Santa Barbara