Abstract
The aim of this research is to investigate how the utilisation of example-problem pairs affects the outcomes of mathematics students when compared to conventional teaching methods. Thus, a mixed method embedded design, with a main emphasis on a quasi-experiment with supplemental field notes, was conducted with 64 second intermediate grade school students (eighth grade). Participants were divided into two groups comprising 33 students in the experimental group, and 31 students in the control group. An ACNOVA test revealed that the average scores of achievement of the students taught using the example-problem pairs were higher than the average scores of the students who were taught using conventional teaching methods, with a very large effect size. Moreover, the qualitative findings revealed that the students taught using example-problem pairs were more engaged and took more responsibility for their learning than the students who were taught using conventional teaching methods. In addition, the students who lacked the necessary prerequisite knowledge needed more support than the higher achieving students. The implications of the study were discussed.
Highlights
In the last three plus decades, research has shown that instruction that alternates worked examples with problem solving has been widely used
The current study examines the effects of using example-problem pairs for second grade intermediate school students compared to conventional teaching methods on mathematics achievement
The aim of the study is to investigate the effectiveness of example- problem pairs instruction when compared to conventional teaching methods in relation to students’ mathematics achievements
Summary
In the last three plus decades, research has shown that instruction that alternates worked examples with problem solving has been widely used. The majority of respective research studies have investigated its effects comparing to using problem solving only (see Carroll, 1994; Cooper & Sweller, 1987; Coppens, Hoogerheide, Snippe, Flunger, & van Gog, 2019; Kalyug, Chandler, Tuovinen, & Sweller, 2001; Mwangi & Sweller, 1998; Nievelstein, van Gog, van Dijck, & Boshuizen, 2013; Rourke & Sweller, 2009; Schwonke, Renkl, Krieg, Wittwer, Aleven, & Salden, 2009; Sweller & Cooper, 1985). The current study examines the effects of using example-problem pairs for second grade intermediate school students compared to conventional teaching methods on mathematics achievement. This article begins by a discussion about the theoretical framework for learning form example-problem pairs. This is followed by assessing the previous studies relevant to example-problem pairs. A quasi-experiment implemented in this study will be discussed in light of the results of the field notes conducted by the author during the intervention
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