Effects of problem solving after worked example study on secondary school children’s monitoring accuracy

Abstract

Monitoring accuracy, measured by judgements of learning (JOLs), has generally been found to be low to moderate, with students often displaying overconfidence, and JOLs of problem solving are no exception. Recently, primary school children’s overconfidence was shown to diminish when they practised problem solving after studying worked examples. The current study aimed to extend this research by investigating whether practising problem solving after worked example study would also improve JOL accuracy in secondary education. Adolescents of 14–15 years old (N = 143) were randomly assigned to one of five conditions that differed in timing of JOLs, whether practice problems were provided, and timing of the practice problems provided: (1) worked examples–JOL, (2) worked examples–delay–JOL, (3) worked examples–practice problems–JOL, (4) worked examples–practice problems–delay–JOL or (5) worked examples–delay–practice problems–JOLs. Results showed that practice problems improved absolute accuracy of JOLs as well as regulation accuracy. No differences in final test performance were found.