A Study On The Learning Effect Of The Example-question Segment And Example-question Interaction Of Primary School Students In Grade Three

Examples and problems are the main forms of knowledge acquisition for primary and secondary school students.Although worked-example learning can reduce the cognitive load of learners,it may increase simple imitation of examples.Questions,on the other hand,can stimulate in-depth thinking but increase cognitive load.Based on this,researchers have proposed a learning form of example-question matching to make use of the advantages and make up for the shortcomings to achieve better teaching effect.The example-question interaction means that the examples are presented alternately with the questions;the example-question segment means that all samples are provided first and then all questions are provided.This paper studies the learning effects of the example-question interaction and segment designs for primary school students in grade three learning two-digit multiplication,and explores the influence of feedback and prior knowledge level on the learning effects.Experiment 1 compares the learning effects of the example-question segment and interaction for primary school students under the condition that the rules of multiplication rules are not presented.Interaction is significantly better than segment in judgment accuracy,the test scores of near transfer and far transfer（two digits multiplied by three digits）,and there is no significant difference between them in the test scores of far transfer（three digits multiplied by three digits）.Experiment 2 compares the learning effects of the example-question segment and interaction for primary school students under the condition that the rules of multiplication rules are presented.Similar results as in Experiment 1 are obtained.Experiment 3 investigates the influence of feedback on the learning effect of the example-question matching form.A 2 × 2 between-subjects experiment design was used,the results showed that in judgment accuracy,the test scores of near transfer and far transfer（two digits multiplied by three digits）,the main effects of matching form and feedback are significant,but their interaction are not significant;however,the main effects of matching form and feedback as well as the their interaction are not significant in the test scores of far transfer（three digits multiplied by three digits）.On the basis of Experiment 3,Experiment 4 included the variable of the learner’s prior knowledge level.A 2×2×2 between-subjects experimental design was used,the results showed that in judgment accuracy,the test scores of near transfer and far transfer（two digits multiplied by three digits）,the main effect of prior knowledge level is significant,the interaction between matching form and feedback and the interaction between matching form and prior knowledge level is significant,but the interaction between the three is not significant;in the test scores of far transfer（three digits multiplied by three digits）,except for the main effect of prior knowledge,nothing else is significant.To sum up,regardless of whether the rules are known or not,the example-question interaction was significantly better than segment;adding feedback in example-problem matching learning is beneficial to primary school students’ rule learning;the learner’s prior knowledge level affects the learning effect of the example-question matching form.