Abstract
The potential benefits of introducing errors in problem solving has awakened interest in research into this understudied field. Here, we report the results of a quasi-experimental study with 85 third-grade students which examines whether erroneous examples might enhance students' problem-solving proficiency more effectively than worked ones. In the study, two conditions were established: a worked-example condition, where correct examples were presented before the students solved word problems, and an erroneous-example condition, where erroneous examples preceded word-problem solving. Our results demonstrate that post-test scores, after controlling the students’ prior level, are significantly greater for the erroneous-example condition than the worked-example condition. Therefore, the erroneous-example approach seems to be more effective in developing a learner’s problem-solving proficiency compared to a worked-example approach.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Innovation in Science and Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
