The Effects of Worked-Examples and Self-Explanation Prompts on Mathematics Standardized Assessments

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Mathematics Education Research

Abstract

Researchers consistently demonstrate the effectiveness of worked-examples and self-explanation prompts on improving students’ mathematics knowledge (i.e., Siegler & Chen, 2008; Booth et al., 2013); however, most evidence relies on researcher-developed assessments. There is a lack of evidence that this method is effective at improving mathematics scores on standardized tests, which is often used as the standard for effectiveness (Ritter, et al., 2013). The current study fills this gap by exploring the effects of this approach on two standardized tests – iReady and PARCC. The sample included 373 5th graders; classrooms were randomly assigned to one of two conditions. Findings indicate that students who completed worksheets containing worked-examples and self-explanation prompts outperform students in the problem-solving group on both standardized test measures.

Authors

• Kelly M. McGinn, Temple University

• Laura K. Young, Temple University

• Alexandra Huyghe, Strategic Education Research Partnership

• Julie L. Booth, Temple University