The Learning Effect of Test that Worked Examples Used as Options

The present study proposes and examines a new type of multiple-choice math test. In this format, the options are the intermediate derivatives of the math problem solution process rather than the final answers. This idea originates from the studies on the effect of worked-out examples. In these studies, it has been shown that students learn better when they were presented with worked-out examples than when presented with final answers by themselves. In line with these findings, we introduced the intermediate derivatives of the solution process as the options of multiple-choice items so that the test-taker will have a chance to examine the solution process. The test was implemented as a computerized test in which students can solve problems in a short answer format, and then pick a multiple-choice option which appears when requested. The experimental group had multiple-choice options which were intermediate derivatives of the solution process, and the control group had the final answers as the options as in most multiple-choice tests. The participants were 6th graders in elementary school. The posttest results revealed that the average score of the experimental group was higher than that of the control group. The results suggest that tests that use intermediate derivatives of the problem solution process as options can be used as learning tools in the classrooms. Finally, directions for further studies were discussed.

• Publication year

  2010

• Venue

  The Journal of Cognitive Science

• Publication date

  2010-12-01

• Fields of study

  Mathematics, Education, Psychology

• Identifiers
  DOI 10.19066/COGSCI.2010.21.4.008
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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