Testing the ecological validity of faded worked examples in algebra

Abstract

Faded worked examples have been used to promote problem solving performance, such as mathematics performance in many laboratory studies and short-term classroom studies. However, few studies have examined the ways educators may use fading in their own classroom on more accessible platforms that do not require programming experience. Further, few classroom studies have administered fading more than once, limiting the treatment effect. The current study examined whether faded worked examples would promote learning in a classroom. Undergraduates (N = 135) completed four homework assignments over the course of one unit in a college semester over the course of two waves of data collection. Using Canvas, homework assignments were deployed once a week for four weeks in the form of (a) faded worked examples, (b) faded worked examples with self-explanations, (c) self-explanations, and (d) business as usual. Results indicated that students in the problem-solving group outperformed those exposed to fading with self-explanation prompts but showed no difference between the fading alone or self-explanation alone condition. Findings are discussed in terms of future research.