Students using a worked-example revised probability textbook improved more in probabilistic reasoning than students using the standard textbook¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Classrooms randomly assigned to the revised textbook with correct and incorrect worked examples and self-explanation prompts showed significantly greater probabilistic reasoning gains at posttest than control classrooms. → Begolli 2021

Evidence¶

Begolli 2021¶

Begolli, K. N., Dai, T., McGinn, K. M., & Booth, J. L. (2021). Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability. Instructional Science. https://doi.org/10.1007/s11251-021-09550-9

q3 · i? · causal · r2

Cluster-randomized classroom experiment with 220 seventh-graders in 10 classrooms (5 treatment, 5 control) using OLS regression with cluster sandwich estimator. The treatment predictor was significant: "bTreatment = 0.85, SE = 0.31, t = 2.78, p = 0.021". The final model explained 29.4% of variance.

"the students who used the worked example revised textbook improved significantly more in Probabilistic Reasoning scores than students who used the standard CMP textbook, confirmed by a significant treatment predictor (bTreatment = 0.85, SE = 0.31, t = 2.78, p = 0.021)."

Discussion¶

Related Claims¶

• The learning benefit of the worked-example textbook was greater for students with lower pretest proportional reasoning skills — related
• Prior proportional reasoning knowledge predicts later probabilistic knowledge even after controlling for prior probability knowledge — related
• Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — related
• Static self-explanation prompts in the Geometry Cognitive Tutor produced greater gains on Reason and Not Enough Info test items than problem-solving practice alone — related
• Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure — a broader claim this one bears on
• Adding self-explanation prompts to heuristic worked examples yields no additional benefit and impedes seventh graders' modeling competency — related
• Learning from examples depends on the explaining mode: prompting principle-based self-explanations and guided comparison of examples improves transfer — related