Cognitive load theory and college composition: Can worked examples help novice writers learn argumentation

This purpose of this study was to test whether the principles of cognitive load theory and worked examples could be applied to composition instruction to increase learning efficiency. Process-oriented and product oriented worked examples were incorporated into first year composition course at a Mid-Atlantic community college (n=90). The worked example groups were compared to one another and to a group using standard practice instruction in terms of performance on a refutation/argumentation task, perceived mental effort, and time to completion of the task. The results showed that the use of process-oriented worked examples had a positive effect on performance and mental effort of participants in the study although neither type of worked example was shown to affect learning more than standard practice instruction. Thus, the use of process-oriented worked examples has potential for improving composition instruction and composition learning.