### Abstract

Most students always lack of experience and perceive difficult regarding problem posing. The study hypothesized that worked examples may have benefits for supporting students' problem posing activities. A quasi-experiment was conducted in the context of a business mathematics course for examining the effects of integrating worked examples into problem posing activities. A total of 107 undergraduate students at a technology university were invited to join this experiment for six weeks. The problem posing activities were carried out in a web-based learning system. The experimental condition receiving worked examples was compared with a control condition regarding the number, orientation and complexity for indicating problem posing performance. To evaluate students' problems as objectively as possible, a Problem-Level-Taxonomy was developed in this study. By the independent sample t-test analysis, the results showed that integrating worked examples into problem posing has a significant skills development effect on posing more orientated and complex problems, particularly for analytical problems referring to a learning concept or a formula. Besides, novice students with none experience in problem posing may benefit from the support of worked examples to improve their problem posing skills. The implications and limitations of this study were also discussed.

Original language | English |
---|---|

Pages (from-to) | 166-176 |

Number of pages | 11 |

Journal | Turkish Online Journal of Educational Technology |

Volume | 12 |

Issue number | 2 |

Publication status | Published - 2013 Apr 1 |

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### All Science Journal Classification (ASJC) codes

- Education

### Cite this

*Turkish Online Journal of Educational Technology*,

*12*(2), 166-176.

}

*Turkish Online Journal of Educational Technology*, vol. 12, no. 2, pp. 166-176.

**Integrating worked examples into problem posing in a web-based learning environment.** / Hsiao, Ju Yuan; Hung, Chun Ling; Lan, Yu Feng; Jeng, Yoau Chau.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Integrating worked examples into problem posing in a web-based learning environment

AU - Hsiao, Ju Yuan

AU - Hung, Chun Ling

AU - Lan, Yu Feng

AU - Jeng, Yoau Chau

PY - 2013/4/1

Y1 - 2013/4/1

N2 - Most students always lack of experience and perceive difficult regarding problem posing. The study hypothesized that worked examples may have benefits for supporting students' problem posing activities. A quasi-experiment was conducted in the context of a business mathematics course for examining the effects of integrating worked examples into problem posing activities. A total of 107 undergraduate students at a technology university were invited to join this experiment for six weeks. The problem posing activities were carried out in a web-based learning system. The experimental condition receiving worked examples was compared with a control condition regarding the number, orientation and complexity for indicating problem posing performance. To evaluate students' problems as objectively as possible, a Problem-Level-Taxonomy was developed in this study. By the independent sample t-test analysis, the results showed that integrating worked examples into problem posing has a significant skills development effect on posing more orientated and complex problems, particularly for analytical problems referring to a learning concept or a formula. Besides, novice students with none experience in problem posing may benefit from the support of worked examples to improve their problem posing skills. The implications and limitations of this study were also discussed.

AB - Most students always lack of experience and perceive difficult regarding problem posing. The study hypothesized that worked examples may have benefits for supporting students' problem posing activities. A quasi-experiment was conducted in the context of a business mathematics course for examining the effects of integrating worked examples into problem posing activities. A total of 107 undergraduate students at a technology university were invited to join this experiment for six weeks. The problem posing activities were carried out in a web-based learning system. The experimental condition receiving worked examples was compared with a control condition regarding the number, orientation and complexity for indicating problem posing performance. To evaluate students' problems as objectively as possible, a Problem-Level-Taxonomy was developed in this study. By the independent sample t-test analysis, the results showed that integrating worked examples into problem posing has a significant skills development effect on posing more orientated and complex problems, particularly for analytical problems referring to a learning concept or a formula. Besides, novice students with none experience in problem posing may benefit from the support of worked examples to improve their problem posing skills. The implications and limitations of this study were also discussed.

UR - http://www.scopus.com/inward/record.url?scp=84880055985&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880055985&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84880055985

VL - 12

SP - 166

EP - 176

JO - Turkish Online Journal of Educational Technology

JF - Turkish Online Journal of Educational Technology

SN - 1303-6521

IS - 2

ER -