The effects of worked example and cognitive guided instruction on arithmetic word problem

Kevin Kien Hoa CHUNG, Yee Hing TAM

Research output: Contribution to conferencePapers

Abstract

This study was conducted to examine factors that influence learning to solve arithmetic word problems by applying various problem-solving instructions. Three instructions were investigated using thirty mildly mental handicapped students in Hong Kong: conventional instruction, worked example-based and cognitive guided instruction. The results indicated that students presented with worked example-based and cognitive guided instruction outperformed those presented with conventional instruction. However, it showed no difference between worked example-based and cognitive guided instruction. Implications for word problem-solving instructions will be discussed.
Original languageEnglish
Publication statusPublished - 2004

Citation

Chung, K. K. H., & Tam, Y. H. (2004, August). The effects of worked example and cognitive guided instruction on arithmetic word problem. Paper presented at the 28th International Congress of Psychology, Beijing, China.

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