Document Type

Article

Publication Date

1-13-2020

Publication Title

Computer Science Education

Volume

30

Issue

2

First Page

127

Last Page

154

Abstract

Background and Context

Subgoal labeled worked examples have been extensively researched, but the research has been reported piecemeal. This paper aggregates data from three studies, including data previously unreported, to holistically examine the effect of subgoal labeled worked examples across three student populations and across different instructional designs.

Objective

By aggregating the data, we provide more statistical power for somewhat surprising yet replicable results. We discuss which results generalize across populations, focusing on a stable effect size for subgoal labels in programming instruction.

Method

We use descriptive and inferential statistics to examine the data collected from different student populations and different classroom instructional designs. We concentrate on the effect size across samples of the intervention for generalization.

Findings

Students using two variations of subgoal labeled instructional materials perform better than the others: the group that was given the subgoal labels with farther transfer between worked examples and practice problems and the group that constructed their own subgoal labels with nearer transfer between worked examples and practice problems.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Computer Science Education on January 13, 2020, available online: https://doi-org.leo.lib.unomaha.edu/10.1080/08993408.2019.1707544

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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Supplementary Materials

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