The manipulation worked as intended: I-PS students largely succeeded on the problem-solving sheets while PS-I students largely failed¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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 i3 The problem-solving measure showed a significant effect in favor of I-PS (η2p = 0.76), confirming expected success for I-PS and expected failure for PS-I. → 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 · i3 · causal · r2
MANCOVA over four process measures (mathematics grade F(4,74) = 6.36, p < 0.001, η2p = 0.26; condition F(4,74) = 81.12, p < 0.001, η2p = 0.81), followed by univariate ANOVAs; the solution rate on the six problem-solving sheets served as a manipulation check.
"Separate univariate ANOVAs on the process measures revealed an expected significant effect in favor of the I-PS condition on problem solving, F(1,77) = 243.42, p < 0.001, η2p = 0.76, indicating that the implementation of the two conditions worked as anticipated"
Discussion¶
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
- Practice-problem performance favored PS-I overall, but the advantage was concentrated on the first two worksheets (d = 0.52) — reports the opposite
- In open-ended constructivist activities, task success or failure is not a reliable indicator of learning, so learner models based only on performance risk misjudging learners — related
- Collaborative group failure on ill-structured physics problems confers later individual problem-solving advantages over success on well-structured problems (productive failure) — related
- Productive Failure Improves Conceptual Learning — related
- Productive failure: student groups who score lower on individual post-tests may have experienced deeper learning leading to superior future performance — related
- PF design fidelity predicts larger PS-I effects, with four fidelity criteria showing significant subgroup differences — related
- Productive failure before instruction outperforms instruction followed by problem-solving — related
- The experimental manipulation succeeded: most participants reported overchallenge during difficult tasks and underchallenge during easy tasks — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ps-i-manipulation-check-problem-solving-sheets |
title |
The manipulation worked as intended: I-PS students largely succeeded on the problem-solving sheets while PS-I students largely failed |
description |
The manipulation worked as intended: I-PS students largely succeeded on the problem-solving sheets while PS-I students largely failed |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
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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