Faded-Example Effects in Individual or Group Work Settings

Abstract

Faded-example is an example-based instruction that lets students study worked examples where the step-by-step solutions are reduced from a full worked-example to an unsolved problem solving, or vice versa. Faded example facilitates a smooth transition from the early to the later stage of problem-solving skills acquisition. In a Cognitive Load Theory, the limitation of working memory is central to explaining instruction's effectiveness. Faded-example could be possibly used to manage working memory loads by providing adequate information and facilitating problem-solving gradually. On the other hand, the effect of group work setting on faded example may give positive impacts on learning. The aim of the current study's was to examine faded-example effectiveness on individual and group work settings by considering retention test results and students' cognitive load. This study involved 64 Year-7 students assigned into two groups studying faded-examples in individual or group work settings. This study found individual setting impose lower cognitive load than group work setting. Nevertheless, no significant difference was found in the retention test. It can be concluded that learning by faded-example was favorable in the individual setting rather than group work settings.