Using worked examples as an instructional support in the algebra classroom.
Abstract
In the 2 experiments reported here, high school students studied worked examples while learning how to translate English expressions into algebraic equations. In Experiment 1, worked examples were used as part of the regular classroom instruction and as a support for homework. In Experiment 2, students in a remedial mathematics class received individual instruction. Students using worked examples outperformed the control group on posttests after completing fewer practice problems; they also made fewer errors per problem and fewer types of errors during acquisition time, completed the work more rapidly, and required less assistance from the teacher
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The worked-example effect has been replicated on numerous occasions using a large variety of learners studying an equally large variety of materials.
“Since those early demonstrations of the effect, it has been replicated on numerous occasions using a large variety of learners studying an equally large variety of materials”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Carroll, 1994
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“As with the goal-free effect , a wealth of studies lend support to the effectiveness of worked examples in terms of improving memorisation (Carroll, 1994; Cooper & Sweller, 1987; Paas & Van Merriënboer, 1994; Sweller & Cooper, 1985; Trafton & Reiser, 1993; Zhu & Simon, 1987).”
- Authors
- Carroll, W. M.
- Affiliations
- University of Chicago (US)
- Corresponding author
- Carroll, William M.
- Venue
- Journal of Educational Psychology
- Published
- 1994-09
- Volume
- 86
- Issue
- 3
- Pages
- 360-367
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2051480848
- Cited by
- 209
- References
- 3
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 5 · 2023: 9 · 2022: 6 · 2021: 8 · 2020: 6 · 2019: 14 · 2018: 4 · 2017: 12 · 2016: 17 · 2015: 21 · 2014: 7 · 2013: 6 · 2012: 8
- FWCI
- 1.90
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- worked examples, algebra instruction, word problem translation, algebraic equations, high school students, remedial mathematics, personalized learning, homework help, practice questions, student errors, learning time
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