ERIC Number: EJ1028126
Record Type: Journal
Publication Date: 2014
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
Promoting College Students' Problem Understanding Using Schema-Emphasizing Worked Examples
Yan, Jie; Lavigne, Nancy C.
Journal of Experimental Education, v82 n1 p74-102 2014
Statistics learners often bypass the critical step of understanding a problem before executing solutions. Worked-out examples that identify problem information (e.g., data type, number of groups, purpose of analysis) key to determining a solution (e.g., "t" test, chi-square, correlation) can address this concern. The authors examined the effectiveness of 3 kinds of worked examples on 96 college students' problem understanding based on their problem categorizations and explanations: correct schema, contrasting schema (correct and incorrect features), and no schema (traditional solution-only examples). The contrasting- and correct-schema examples were more effective than were the no-schema examples--but neither schema was more effective than the other--in helping students construct accurate and complete problem schemata where data type and number of groups were prominently featured.
Descriptors: College Students, Statistics, Mathematics Instruction, College Mathematics, Comprehension, Problem Solving, Instructional Effectiveness, Instructional Materials, Schemata (Cognition), Accuracy, Pretests Posttests, Classification, Multivariate Analysis, Statistical Analysis, Semi Structured Interviews, Identification
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A