Support for struggling students in algebra: Contributions of incorrect worked examples. Journal of Educational Psychology, 95(4), 774–783. Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Review of Educational Research, 70(2), 181–214. Learning from examples: Instructional principles from the worked examples research. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 932–945. The role of examples and rules in the acquisition of a cognitive skill. Computers in Human Behavior, 36, 401-411. Using erroneous examples to improve mathematics learning with a web-based tutoring system. E., Rittle-Johnson, B., Isotani, S., & Van Velsen, M. References marked with an asterisk indicate studies included in the meta-analysis. Theoretical and practical implications are discussed. Correct examples are particularly beneficial for learning overall, and pairing examples with self-explanation prompts may not be a fruitful design modification. The worked examples effect yields a medium effect on mathematics outcomes whether used for practice or initial skill acquisition. Worked examples studies that used correct examples alone yielded larger effect sizes than those that used incorrect examples alone or correct examples in combination with incorrect examples. The inclusion of self-explanation prompts significantly moderated the effect of examples yielding a negative effect in comparison to worked examples conditions that did not include self-explanation prompts. incorrect examples alone or in combination with correct examples), pairing with self-explanation prompts, and timing of administration (i.e., practice vs. Moderators assessed included example type (correct vs. Using robust variance estimation (RVE) to account for clustered effect sizes, the average effect size of worked examples on mathematics performance outcomes was medium with g = 0.48 and p = 0.01. This search yielded 43 articles reporting on 55 studies and 181 effect sizes. Exclusionary coding was conducted on 8033 abstracts from published and grey literature to yield a sample of high quality experimental and quasi-experimental work. Though thousands of worked examples studies have been conducted to date, a corresponding meta-analysis has yet to be published. The current meta-analysis quantifies the average effect of worked examples on mathematics performance from elementary grades to postsecondary settings and to assess what moderates this effect.

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