- Title: A Meta‑analysis of the Worked Examples Effect on Mathematics Performance
- Authors: Christina Areizaga Barbieri, Dana Miller-Cotto, Sarah N. Clerjuste & Kamal Chawla
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Paper summary
This research paper is a meta-analysis examining the effectiveness of worked examples on mathematics performance across various educational levels. The authors synthesized data from 43 articles, encompassing 55 studies and 181 effect sizes, to quantify the impact of worked examples compared to non-example-based controls. The study investigates moderators such as example correctness, self-explanation prompts, and timing of implementation to explain variations in the effectiveness of worked examples. Results indicate a medium positive effect of worked examples on math outcomes, with correct examples proving more beneficial, while self-explanation prompts showed a surprising negative impact. The authors acknowledge limitations and discuss implications for both cognitive load theory and classroom practice. The research calls for future studies that explore the nuances of worked example design.
What are the key implications for teachers in the classroom?
The meta-analysis of worked examples in mathematics education provides several implications for classroom practice.
The study recommends more widespread use of worked examples in mathematics classrooms as well as professional development for teachers in how to create and use their own worked examples based on their students’ needs as a practical next step.
Worked examples have a positive and moderate effect on student’s mathematics learning across school years. Learners who study worked examples improve almost half a standard deviation in their mathematics performance compared to those who do not.
Worked examples are a beneficial tool for teaching mathematics across a wide range of mathematics domains, especially algebra and geometry.
Teachers can use worked examples in mathematics classrooms and professional development to create their own worked examples based on their students’ needs.
Worked examples can be implemented in various forms in mathematics classrooms. They are a useful and effective tool to support learning.
Correct examples seem to be more effective than incorrect examples alone or in combination with correct examples.
The inclusion of self-explanation prompts with examples may not be necessary or even detrimental to their effectiveness on student performance. Example conditions (across type) that include self-explanation prompts seem to be less effective than example conditions without self-explanation prompts.
When designing effective self-explanation prompts, more research is needed to provide direction and determine in which forms they can be effective based on cognitive load theory.
The current findings are specific to the domain of mathematics.
Quote
Worked examples in their various forms are a useful and effective tool to implement in mathematics classrooms, with some forms (i.e., correct examples) being potentially more effective than others (e.g., incorrect examples) and some supplemental features (i.e., self-explanation prompts) being not necessary or even detrimental to their effectiveness of student performance
