A Study On The Comparison Learning Effect Of Single-Content Example And Double-content Example Of Primary School Students In Grade Three

Learning from examples is a very effective way to acquire cognitive skills.In recent years,double-content example design and its effectiveness have become a research hotspot.A singlecontent example is an example that only has one type of learning content(such as learning concepts,rules,etc.),while a double-content example is an example that contains two types of content(such as rules and problem situations).Previous studies have compared the learning effects of two examples under unknown rules.And this study explores two types of learning effects of examples under the condition of known rules,in order to enrich and develop research in the field of double-content examples.This article examines the learning effectiveness of third grade elementary school students learning single and double content examples of multiplying two digits by two digits.Experiment 1 was conducted under the condition of unknown rules,while experiments 2 to 4 were conducted under the condition of presenting rules.Experiment 1 compares the learning effects of primary school students learning singlecontent example and double-content example without presenting multiplication rules.In terms of learning interest,the double-content example group was significantly higher than the singlecontent example group;There is no significant difference in the scores of posttest calculation questions and application questions between the two.Experiment 2 compares the learning effects of primary school students learning singlecontent example and double-content example under the condition of presenting multiplication operation rules.Research results are similar to Experiment 1.Experiment 3 investigates the impact of learners’ prior knowledge level on the learning outcomes of primary school students with single-content example and double-content example.The results show that the Main effect of example type is significant in learning interest;In the scores of posttest calculation questions,the Main effect of prior knowledge level is significant,the Main effect of example type is not significant,and the interaction between prior knowledge level and example type is significant;In the scores of posttest word problems,the Main effect of prior knowledge level is significant,the Main effect of example type is not significant,and the interaction between prior knowledge level and example type is not significant.Based on Experiment 3,Experiment 4 researches the effect of feedback on pupils’ doublecontent example learning with low prior knowledge level.The results showed that the results of the double-content example group with feedback were significantly better than those of the non-feedback group in the post test calculation questions and word problems.To sum up,no matter the rules are presented or not,the learning interest of the doublecontent example group is significantly higher than that of the group,but there is no significant difference in the scores of post-test calculation questions and word problems between the two groups;Learners’ prior knowledge affects the learning effect of single and double-content examples.Adding feedback to double-content example is conducive to rule learning for pupils with low prior knowledge.