For domain-general skills, one meta-analysis finds a negligible effect (g = −0.17) in favour of I-PS over PS-I¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i0 negligible
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i0 Unlike domain-specific subjects, learning of domain-general skills showed a low effect size in favor of the instruction-first sequence, a significant subgroup difference. → Tanmay Sinha and Manu Kapur 2021

Evidence¶

Tanmay Sinha and Manu Kapur 2021¶

Tanmay Sinha and Manu Kapur. (2021). When Problem Solving Followed by Instruction Works: Evidence for Productive Failure. Review of Educational Research. https://doi.org/10.3102/00346543211019105

q4 · i0 · quant-synthesis · r3

Subgroup analysis of the meta-analysis by targeted learning concept. While moderate effects favored PS-I for domain-specific subjects, "For learning domain-general skills, however, the effect size was low, and in favor of I-PS"; Table 5 prints g = −0.17 [−1.11, −0.02] for domain-general skills, marked significant (*).

"For learning domain-general skills, however, the effect size was low, and in favor of I-PS."

Discussion¶

Related Claims¶

• Productive Failure Improves Conceptual Learning — a broader claim this one bears on
• PS-I shows no pooled benefit for procedural knowledge (g = −0.03, nonsignificant) — related
• PF design fidelity predicts larger PS-I effects, with four fidelity criteria showing significant subgroup differences — related