Example–problem pairs are more efficient than problem–example pairs for both gifted and nongifted primary school students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studying example–problem pairs led to higher test performance with lower learning-phase effort investment than problem–example pairs, for gifted and nongifted students alike. → Coppens 2019

Evidence¶

Coppens 2019¶

Coppens, L. C., Hoogerheide, V., Snippe, E. M., Flunger, B., & van Gog, T. (2019). Effects of problem–example and example–problem pairs on gifted and nongifted primary school students' learning. Instructional Science, 47, 279–297. https://doi.org/10.1007/s11251-019-09484-3

q2 · i? · causal · r2

Quasi-experiment with 126 Dutch primary students quasi-randomly matched by gender and math score to EPEP or PEPE conditions; ANCOVAs on learning-phase effort and posttest performance. The discussion states "it was more efficient to study example–problem pairs" with similar test performance at lower effort.

"although we did find that it was more efficient to study example–problem pairs, because the example–problem conditions attained that similar level of test performance with less effort investment during the learning phase than the problem–example conditions"

Discussion¶

Related Claims¶

• Task sequence effects on mental effort reverse between learning phase and transfer test — related
• Starting with an example strongly benefits first practice problem performance, with a larger effect for gifted students — related
• Example–problem pairs raise perceived competence but not perceived autonomy or enjoyment — related
• Example-first conditions outperformed problem-first conditions on an immediate circuit test — a broader claim this one bears on
• Gifted primary students report higher need for cognition, perceived competence and perceived autonomy than nongifted students — related
• Perceived competence predicts isomorphic test performance and perceived autonomy predicts transfer performance — related