Incorporating faded worked-examples into the mathematics classroom: exploring gender and socioeconomic effects with two Grade 9 groups from South Africa

Thesis

Cognitive load theory details how instructional processes can be adapted to reduce unnecessary strain on working memory and improve academic performance. A main component of this theory, the worked-example effect, specifies how the use of worked-examples allows for greater learning gains compared to traditional problem-solving practices for students of low prior knowledge. This project explored the use of faded worked-examples in mathematics with two Grade 9 groups from South Africa. The aim was to explore if students of varying prior knowledge level, socioeconomic status and gender were differentially affected by completing faded worked-examples. A participatory research approach was conducted with teachers from two schools of different socioeconomic standing. Faded worked-examples were used as the medium of instruction and results on subsequent isomorphic test questions were analysed to assess the efficacy of the intervention. Surveys were also used to explore student perceptions towards the use of faded worked-examples as a learning tool. The results suggest that all students can complete faded worked-examples; however, female students were able to do so more accurately than males. Female students also outperformed males in the post-test, regardless of prior knowledge level and socioeconomic status. Most students indicated that faded worked-examples helped them learn how to simplify algebraic fractions, with more female students indicating so. Students from a low socioeconomic background also found the use of faded worked-examples more beneficial than their higher socioeconomic counterparts. Consequently, the use of faded worked-examples may improve the mathematics performance for female students and those of a low socioeconomic status. These results allude to the possibility of gender differences within cognitive load theory and worked-example research, which has not previously been documented.

Authors: Elkington, A

• DOI: 10.5287/ora-nbk2bvxg5
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: MLT2018; MLT
• Subjects: Education