Worked-Example and Self-Explanation Prompts in Mathematics Learning: The Impact of Intervention Dosage

• In Event: Using Examples and Mistakes to Facilitate Mathematics Learning

Abstract

The literature has demonstrated that including worked-example and self-explanation prompts into mathematics curricula can improve students’ learning; however, few have explored the effects of dosage on student learning outcomes. The purpose of this study was to determine the optimal dosage to improve 4th grade students’ mathematics learning across a school year. Utilizing linear mixed models, our analyses found statistically significant moderating effects of dosage on content knowledge scores and released standardized test item scores, indicating the optimal dosage to be 2-4 items per week. This study supports the use of worked-examples and self-explanation prompts in the classroom and provides guidance to teachers regarding the optimal number of items to use each week through the school year.

Authors

• Kelly M. McGinn, Temple University
  Presenting Author

• Laura K. Young, Vanguard
  Non-Presenting Author

• Alexandra Huyghe, Strategic Education Research Partnership
  Non-Presenting Author

• Renée M. Tobin, Temple University
  Non-Presenting Author

• Julie L. Booth, Temple University
  Non-Presenting Author