Improving Learning and Monitoring by Combining Worked Examples and Retrieval Practice

Abstract

Recent research has demonstrated that combining worked examples with retrieval practice yields better learning outcomes on a delayed test than studying worked examples alone (Van den Broek et al., in press). The present study builds on this research by exploring the potential effects of integrating worked examples with retrieval practice in a classroom situation on students' learning and monitoring. The participants were 116 Dutch secondary education students. The experiment was conducted in the school environment, encompassing a study session followed by a delayed test 3-6 days later. Learning outcomes and monitoring of 57 participants studying worked examples were compared to those of 41 participants engaging in worked examples combined with retrieval practice. Findings revealed that while learning outcomes did not differ between the conditions, participants’ monitoring improved over time, especially for those studying worked examples combined with retrieval practice. Bias in monitoring existed in both conditions. It can be concluded that while adding retrieval practice to worked example study might not improve learning outcomes, students’ monitoring does become more accurate after a delay, which can add to the overall learning process of secondary education students.