# The Interaction of Worked-Examples/ Self-Explanation Prompts and Time on Algebra Conceptual Knowledge

- Kelly McGinn,
*Temple University , Philadelphia, PA , United States*
- Julie Booth,
*Temple University , Philadelphia, PA , United States*
- Laura Young,
*Temple University , Philadelphia, PA , United States*

## Abstract

Success in Algebra I often predicts whether or not a student will
pursue higher levels of mathematics and science. However, many students enter
algebra holding persistent misconceptions that are difficult to eliminate, thus,
hindering their ability to succeed in algebra. One way to address these
misconceptions is to implement worked-examples and self-explanation prompts,
which have been shown to improve students’ conceptual knowledge. However
this effect seems to be greater after a delay. The current study sought to
explore such time-related effects on algebra conceptual knowledge. In a year-long
random-assignment study, students either studied worked-examples and answered
self-explanation prompts (n = 132) or solved typical isomorphic problems (n =
140). A three-way mixed ANCOVA (pre-algebra knowledge x condition x time) found a
significant condition by time effect. The growth of algebra conceptual knowledge
was greater for students studying worked-examples than for those solving typical
problems.

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