Micro productive failure showed no effect on conceptual explanation, but a condition × time interaction emerged as the I-PS mean advantage at one day reversed at one week¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no main effect of condition on the conceptual explanation test. → Esther Ziegler 2021 q3 i2 A condition × time interaction was significant (η2p = 0.06): I-PS scored higher but nonsignificantly at T1 and lower but nonsignificantly at T2. → Esther Ziegler 2021 (2)

Evidence¶

Esther Ziegler 2021¶

Esther Ziegler, Dragan Trninic, Manu Kapur. (2021). Micro productive failure and the acquisition of algebraic procedural knowledge. Instructional Science 49, 313–336. https://doi.org/10.1007/s11251-021-09544-7

q3 · i? · causal · r2

ANCOVA on the conceptual explanation test, rated with a coding scheme (inter-rater κ = 88.2% and 87.0%); the article reports no condition main effect after covariates: "F(1,72) = 0.35, p = 0.558, η2p = 0.01".

"There was no main effect of condition on conceptual explanation after controlling for mathematics grade and reasoning ability, F(1,72) = 0.35, p = 0.558, η2p = 0.01, and no main effect of time, F(1,72) = 0.14, p = 0.713, η2p = 0.00"

Esther Ziegler 2021 (2)¶

Esther Ziegler, Dragan Trninic, Manu Kapur. (2021). Micro productive failure and the acquisition of algebraic procedural knowledge. Instructional Science 49, 313–336. https://doi.org/10.1007/s11251-021-09544-7

q3 · i2 · causal · r2

In the same ANCOVA, the article reports a significant condition × time interaction with η2p = 0.06, and post hoc tests with d = 0.22 at T1 and d = 0.23 at T2, both nonsignificant, with the I-PS advantage reversing over the week.

"However, there was an interaction of condition x time, F(1,72) = 4.46, p = 0.038, η2p = 0.06. Post hoc analyses showed a higher but nonsignificant mean score of the I-PS condition compared to the PS-I condition at T1, t(79) = − 0.91, p = 0.365, d = 0.22."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• Micro productive failure (problem solving before instruction) improved sixth-graders' isomorphic algebraic procedural problem solving, with the advantage stable across one-day and one-week delays — related
• Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests — related
• Productive Failure Improves Conceptual Learning — reports the opposite
• In a Bayesian-reasoning replication, problem-solving prior to instruction (PS-I) showed no significant advantage over instruction-first (I-PS) on conceptual knowledge — related
• PS-I shows no pooled benefit for procedural knowledge (g = −0.03, nonsignificant) — related