Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? There was no significant effect of condition on immediate learning tests, though PS-I means were on average still higher. → Esther Ziegler 2021
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
Univariate ANOVA on the ratio of correctly solved problems averaged over the six immediate learning tests (process measure 4); the article reports F(1,77) = 0.95, p = 0.333, η2p = 0.01, nonsignificant, with descriptively higher PS-I means.
"but no significant effect on immediate learning tests, albeit the means were, on average, still higher for the PS-I condition, F(1,77) = 0.95, p = 0.333, η2p = 0.01."
Discussion¶
Related Claims¶
- 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 — related
- 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
- Practice-problem performance favored PS-I overall, but the advantage was concentrated on the first two worksheets (d = 0.52) — related
- Productive Failure Improves Conceptual Learning — related
- Erroneous examples and problem solving do not differ significantly on an immediate posttest — related
- In Experiment 1, I-PS students solved the initial problem better but PS-I students learned more from the subsequent instructional video — reports the opposite
- In Study 1, the three conditions did not differ significantly on the immediate post-test of conceptual knowledge — related
- In Experiment 2, I-PS students outperformed PS-I students on problem-solving, idea generation, and embedded video quizzes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-condition-differences-example-generation-immediate-tests |
title |
Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests |
description |
Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — esther-ziegler-2021 |
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