Testing after studying four worked examples does not enhance delayed test performance compared with restudy among vocational education students in probability calculation (Experiment 4)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2015 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i1 In Experiment 4, there was no significant difference between restudy (M=38.43%) and test (M=50.00%) conditions in final test performance, despite a printed d=0.341. → Tamara van Gog & Liesbeth Kester & Kim Dirkx & Vincent Hoogerheide & Joris Boerboom & Peter P. J. L. Verkoeijen 2015

Evidence¶

Tamara van Gog & Liesbeth Kester & Kim Dirkx & Vincent Hoogerheide & Joris Boerboom & Peter P. J. L. Verkoeijen 2015¶

Tamara van Gog & Liesbeth Kester & Kim Dirkx & Vincent Hoogerheide & Joris Boerboom & Peter P. J. L. Verkoeijen. (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educ Psychol Rev. https://doi.org/10.1007/s10648-015-9297-3

q2 · i1 · causal · r2

Experiment 4, a randomized two-condition experiment with 75 vocational education students (57 analyzed) learning probability calculation from video worked examples. The t-test showed "no significant difference between the restudy (M=38 .43 %, SD=32.32) and test ( M=50.00 %, SD=35.51) condition", t(55)=1.282, p=0.205, Cohen's d=0.341; equivalence was not tested.

"There was no significant difference between the restudy (M=38 .43 %, SD=32.32) and test ( M=50.00 %, SD=35.51) condition in final test performance, t(55)= 1.282, p=0.20 5, Cohen’s d=0.34 1"

Discussion¶

Related Claims¶

• Testing after studying four worked examples is not more effective for delayed test performance than restudying examples, with isomorphic or identical tasks (Experiment 3) — related
• Testing via identical problem solving after studying identical worked examples did not significantly improve delayed test performance compared with restudying identical examples (Experiment 2) — related
• Testing after worked example study invests more mental effort than restudying examples, so restudy is more instructionally efficient at equal delayed performance (Experiment 3) — related
• Testing or restudying with isomorphic tasks yields better delayed test performance than with identical tasks (Experiment 3) — related
• No testing effect was found for acquiring problem-solving skills through worked example study across eight experiments — a broader claim this one bears on
• Restudy of worked examples invested much less mental effort than testing after four examples, but this difference was not replicated with vocational students — related
• Across eight delayed-test comparisons, testing showed a small numerical advantage over restudy, but confidence intervals were wide and the combined effect imprecise — a broader claim this one bears on