The Impact of Incorrect Self-Explanation Prompt Responses on Fifth-Grade Mathematics Learning
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| Title: | The Impact of Incorrect Self-Explanation Prompt Responses on Fifth-Grade Mathematics Learning |
|---|---|
| Language: | English |
| Authors: | Kelly M. McGinn (ORCID |
| Source: | Journal of Educational Psychology. 2026 118(3):382-403. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150456 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Grade 5, Mathematics Education, Prompting, Writing Assignments, Inner Speech (Subvocal), Learning Strategies, Modeling (Psychology), Reading Achievement, Knowledge Level, Content Area Writing |
| DOI: | 10.1037/edu0000979 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | Recent research has revealed that incorporating worked examples paired with self-explanation prompts into mathematics curricula is an effective instructional strategy for teaching mathematics. However, a potential roadblock to this approach is that students often respond to prompts incorrectly. Limited research has been geared toward understanding the types of errors students make when self-explaining and how this impacts learning. In the current study, we examined the types of incorrect responses to self-explanation prompts paired with correct and incorrect worked examples and their impact on fifth-grade students' mathematics learning. Results indicate that frequent engagement with self-explanation prompts positively impacted students' mathematics learning. Furthermore, while the most common student errors were mistakes and a lack of precision, incorrectly answering the prompts, regardless of the type of error, negatively impacted learning. Finally, incorrectly responding to prompts paired with incorrect examples negatively impacted learning, while those paired with correct examples did not. This study contributes to the existing literature by (a) providing further evidence that self-explanation is a valuable tool for enhancing the learning of younger students, emphasizing that the quality of self-explanations directly impacts the learning outcomes, (b) deepening our understanding of the self-explanation learning principle by investigating the types of incorrect responses to prompts, rather than merely focusing on the types of correct explanations, and (c) exploring the impact of reading level on self-explanation quality. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/v5s4g/?view_only=22d69cce8b564a6e9acbb3dd5bfc50f6 |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1507394 |
| Database: | ERIC |
| Abstract: | Recent research has revealed that incorporating worked examples paired with self-explanation prompts into mathematics curricula is an effective instructional strategy for teaching mathematics. However, a potential roadblock to this approach is that students often respond to prompts incorrectly. Limited research has been geared toward understanding the types of errors students make when self-explaining and how this impacts learning. In the current study, we examined the types of incorrect responses to self-explanation prompts paired with correct and incorrect worked examples and their impact on fifth-grade students' mathematics learning. Results indicate that frequent engagement with self-explanation prompts positively impacted students' mathematics learning. Furthermore, while the most common student errors were mistakes and a lack of precision, incorrectly answering the prompts, regardless of the type of error, negatively impacted learning. Finally, incorrectly responding to prompts paired with incorrect examples negatively impacted learning, while those paired with correct examples did not. This study contributes to the existing literature by (a) providing further evidence that self-explanation is a valuable tool for enhancing the learning of younger students, emphasizing that the quality of self-explanations directly impacts the learning outcomes, (b) deepening our understanding of the self-explanation learning principle by investigating the types of incorrect responses to prompts, rather than merely focusing on the types of correct explanations, and (c) exploring the impact of reading level on self-explanation quality. |
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| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000979 |
