Students using worked-example worksheets in weekly Supplemental Practice sessions significantly outperformed control students on test 3 and the final exam in a large College Algebra course¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The experimental group's outperformance on test 3 (p = 0.031) and the final exam (p = 0.029) was statistically significant. → David Miller and Matthew Schraeder 2015

Evidence¶

David Miller and Matthew Schraeder 2015¶

David Miller and Matthew Schraeder. (2015). Research on Group Learning and Cognitive Science: A Study of Motivation, Knowledge, and Self-Regulation in a Large Lecture College Algebra Class. The Mathematics Educator, Vol. 24, No. 2, 27-55. https://eric.ed.gov/?id=EJ1085089

q3 · i? · causal · r2

Randomized comparison of three 4-day College Algebra sections: control (n=177) received question-and-answer sessions, experimental (n=320) worked in groups on worked-example worksheets during 13 SP days. Table 4 reports means; the experimental group scored 70.05 vs 66.58 on test 3 and 120.66 vs 112.20 on the final. "The experimental groups outperformance on test 3 (p = 0.031) and the final exam (p = 0.029) was statistically significant."

"The experimental groups outperformance on test 3 (p = 0.031) and the final exam (p = 0.029) was statistically significant."

Discussion¶

Related Claims¶

• The middle prior-knowledge group benefited most from Supplemental Practice, significantly outperforming the middle control group on current points, test 3, final, quizzes, and course GPA — related
• Students taught college algebra via the scientific heuristic method performed significantly better on the post-test than students taught by direct instruction — related
• Order of worked examples and problem solving had no significant effect on application and transfer scores in experimental design or graphing — related