Example–problem pairs and examples-only are more effective than problem–example pairs for novices, with no significant difference between the first two¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A recent study found examples only and example–problem pairs more effective than problem solving and problem–example pairs, with no significant difference between examples only and example–problem pairs. → Tamara van Gog & Nikol Rummel 2010
Evidence¶
Tamara van Gog & Nikol Rummel 2010¶
Tamara van Gog & Nikol Rummel. (2010). Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives. Educational Psychology Review. https://doi.org/10.1007/s10648-010-9134-7
q2 · i? · review · r3
Narrative review reporting van Gog et al. (2010), which compared examples-only, example–problem pairs, problem–example pairs, and problem solving. Problem–example ordering "did not lead to better learning than problem solving only"; the review attributes this to students being unable to diagnose their own deficiencies.
"A recent study found that both examples only and example–problem pairs were more effective than problem solving and problem-example pairs, and there was no significant difference between examples only and example –problem pairs (V an Gog et al. 2010)"
Discussion¶
Related Claims¶
- Example-first conditions outperformed problem-first conditions on an immediate circuit test — possibly the same claim (merge candidate)
- Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — a broader claim this one bears on
- Successively fading out worked solution steps is effective for facilitating the transition from learning from worked examples to problem solving, compared to example-problem pairs — related
- Studying worked examples improves novices' algebra performance on problems with the same structure as the examples — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
example-problem-ordering-novices |
title |
Example–problem pairs and examples-only are more effective than problem–example pairs for novices, with no significant difference between the first two |
description |
Example–problem pairs and examples-only are more effective than problem–example pairs for novices, with no significant difference between the first two |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tamara-van-gog-nikol-rummel-2010 |
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