Instruction before problem solving leads students to generate fewer but higher-quality solution attempts than problem solving before instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Students who received instruction first generated significantly fewer solution attempts (η² = 0.16). → Loibl 2020 q3 i3 The quality-of-best-attempt main effect of order was large (η² = 0.34). → Loibl 2020 (2)

Evidence¶

Loibl 2020¶

Loibl, K., Tillema, M., Rummel, N., & van Gog, T. (2020). The effect of contrasting cases during problem solving prior to and after instruction. Instructional Science. https://doi.org/10.1007/s11251-020-09504-7

q3 · i3 · causal · r2

ANCOVA on the number of solution attempts generated during problem solving in the 2×2 experiment (N = 181). Students starting with problem solving generated more attempts, "F(1, 176) = 32.42, p < 0.001, η2 = 0.16".

"The ANCOVA on the quantity of solution attempts showed a significant main effect for the order of learning phases, F(1, 176) = 32.42, p < 0.001, η2 = 0.16"

Loibl 2020 (2)¶

Loibl, K., Tillema, M., Rummel, N., & van Gog, T. (2020). The effect of contrasting cases during problem solving prior to and after instruction. Instructional Science. https://doi.org/10.1007/s11251-020-09504-7

q3 · i3 · causal · r2

ANCOVA on quality of the best solution attempt (scored on four functional components) in the same experiment. Instruction-first students scored higher, "F(1, 176) = 91.18, p < 0.001, η2 = 0.34"; problem-solving-first students averaged 0.34 components.

"The ANCOVA for the quality of the best solution attempt showed a significant main effect for the order of learning phases, F(1, 176) = 91.18, p < 0.001, η2 = 0.34"

Discussion¶

Related Claims¶

• In the Bayesian-reasoning problem-solving phase, most students generated only one solution attempt, far fewer than in the original variance study — related
• Receiving instruction before problem solving improves procedural fluency more than problem solving before instruction when both phases are otherwise identical — related
• Providing contrasting cases reduces the number of solution attempts students generate, both before and after instruction — related
• Productive Failure Improves Conceptual Learning — related
• PF students outperformed direct-instruction students on conceptual understanding and transfer without compromising procedural fluency — related