Differences between the facilitated complex problem solving and lecture-practice conditions did not reach significance on post-test outcomes¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The differences between the FCPS and LP conditions did not reach significance, indicating that adding facilitation throughout complex problem solving did not produce detectable post-test advantages over lecture and practice. → Kapur 2011

Evidence¶

Kapur 2011¶

Kapur, M. (2011). A further study of productive failure in mathematical problem solving: unpacking the design components. Instructional Science. https://doi.org/10.1007/s11251-010-9144-3

q3 · i? · causal · r?

Null comparison from the three-condition study of 109 seventh-grade students: the article reports that "The differences between the FCPS and LP conditions did not reach significance." No effect size or test statistic is printed in the available text; equivalence was not tested.

"The differences between the FCPS and LP conditions did not reach significance."

Discussion¶

Related Claims¶

• Productive Failure Improves Conceptual Learning — the general claim this finding bears on, with the studies behind it
• Productive failure students significantly outperformed lecture-practice and facilitated complex problem solving students on well-structured and higher-order application post-test problems — related
• Productive failure students demonstrated greater representation flexibility in working with graphical representations than students in the other two conditions — related
• Guidance during initial problem solving does not translate into better learning from subsequent instruction — related