Lower-prior-knowledge learners scored higher on an algebra posttest after full-worked than completion-worked examples, while higher-prior-knowledge learners' non-significant advantage ran the other way¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In follow-up analysis, lower-prior-knowledge learners performed better on the posttest with full-worked than completion-worked examples (t(1,26) = 1.98, p = .05, 2-tailed). → Gupta 2020 q3 i? Higher-prior-knowledge learners had a higher posttest mean with completion-worked (M = 11.19) than full-worked examples (M = 10.00), but the difference did not reach significance (p = .22). → Gupta 2020 (2)

Evidence¶

Gupta 2020¶

Gupta, U., & Zheng, R. Z. (2020). Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty. European Journal of STEM Education, 5(1), 05. https://doi.org/10.20897/ejsteme/9252

q3 · i? · causal · r2

In a 2 x 2 x 2 factorial experiment with college students solving simultaneous equations, a follow-up comparison within the lower-prior-knowledge group reported that these learners "performed better on the posttest with full-worked examples than completion-worked examples" (t(1,26) = 1.98, p = .05, 2-tailed); no effect size is printed.

"Lower -prior knowledge learners performed better on the posttest with full-worked examples than completion-worked examples (t(1,26) = 1.98, p = .05, 2-tailed)."

Gupta 2020 (2)¶

Gupta, U., & Zheng, R. Z. (2020). Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty. European Journal of STEM Education, 5(1), 05. https://doi.org/10.20897/ejsteme/9252

q3 · i? · causal · r2

Same factorial experiment, follow-up within the higher-prior-knowledge group: the completion-worked mean (M = 11.19, SD = 2.06) exceeded the full-worked mean (M = 10.00, SD = 2.78), but "the difference did not reach significant level (p = .22, ns.)"; equivalence was not tested.

"In contrast, higher-prior knowledge learners demonstrated higher performance mean in completion-worked examples (M = 11.19, SD = 2.06) than full-worked examples (M = 10.00, SD = 2.78). However, the difference did not reach significant level (p = .22, ns.)."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Fading support promotes the transfer of responsibility from instructor to learner. — the general claim this finding bears on, with the studies behind it
• Worked Examples Expertise Reversal
• Expertise Reversal Effect
• High- and low-prior-knowledge learners differ significantly on an algebra posttest and on intrinsic and germane cognitive load, but not on extraneous load — related
• Prior knowledge, worked-example type (full vs completion) and task difficulty show a significant three-way interaction on an algebra posttest, but not on self-reported cognitive load — related
• Studying worked examples improves novices' algebra performance on problems with the same structure as the examples — related
• Higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge — related
• The effectiveness of instructional techniques and procedures interacts with levels of learner prior knowledge, a pattern known as the expertise reversal effect — a broader claim this one bears on