The Effect of Different Sequences of Examples and Problems on Learning Experimental Design

Abstract

Example-based learning refers to a pedagogy in which learners are provided with a step-by-step solution to novel problems early in the learning process. Worked examples are most effective when used in tandem with open problems. However, there are still questions regarding the ordering of examples and problems. We compared the effect of sequencing examples and problems on learning and cognitive load. One hundred thirteen middle-school students were randomly assigned to one of three conditions that varied presentation order within each example-problem pair: example first, problem first, or simultaneous presentation. We evaluated students' performances on knowledge application and the transfer of learning on the topic of experimental design. We found no effect neither on learning nor on cognitive load. We compare these results to parallel studies in the literature and identify possible reasons for the null effect.