The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
Sweller, J., & Cooper, G. A. · 1985
grade Crctindependentunreplicated
Sample
Small experiments, secondary students
Population
Secondary students (~9th grade), algebra; novices. Small samples.
Design
Founding worked-example-effect demonstration. Replacing problem-solving practice with matched worked examples. Proximal aligned isomorphic problems, immediate posttest.
Key findings
Studying worked examples beat equivalent problem-solving practice for novices (~half the time, ~1/5 the errors) on aligned posttest problems, with far less acquisition time. Proximal, immediate, small samples.
Genetic confound
Domain problem-solving skill; no g.
Replication notes
Origin of the cognitive-load account; no delayed/far-transfer test.
DOI / URL
10.1207/s1532690xci0201_3
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Posttest solution time (worked example vs problem solving, novices) | time ratio | worked-example group ~half the time | researcher-designed | immediate; proximal | active-alternative | end-of-treatment | near-transfer |
| Posttest errors | error ratio | ~1/5 as many errors | researcher-designed | immediate; proximal | active-alternative | end-of-treatment | near-transfer |
Cited by
- Worked examples (studying solutions vs solving problems)moderate supportconf: mediumgc: low