This experiment investigated the effects of different practice formats on high school students’ performance in geometry. Participants were pre-tested on six geometry subtopics. Afterward, a deliberate practice group was presented with geometry problems targeting their weak areas, while a self-choice group was choosing their practice problems from the same booklet. Feedback on each of the solutions was provided to both groups. Findings indicate that the benefits of the practice format are conditional upon the learners level of prior knowledge; and depending on this level one or the other format should be recommended. The instructional implications and directions for future research are discussed from a deliberate practice and expertise development perspectives.
|Title of host publication||2012 Annual Meeting of the American Educational Research Association|
|Subtitle of host publication||non satis scire : to know is not enough : proceedings|
|Place of Publication||Washington, DC|
|Publisher||American Educational Research Association|
|Number of pages||13|
|Publication status||Published - 2012|
|Event||American Educational Research Association : Annual meeting of the American Educational Research Association - Vancouver, Canada|
Duration: 13 Apr 2012 → 16 Apr 2012
|Conference||American Educational Research Association|
|Period||13/04/12 → 16/04/12|
Pachman, M. (2012). When students can choose their practice (exploration of practice formats in context of high school geometry). In 2012 Annual Meeting of the American Educational Research Association: non satis scire : to know is not enough : proceedings (pp. 3-15). Washington, DC: American Educational Research Association.