Effects of problem solving after worked example study on secondary school children’s monitoring accuracy

Monitoring accuracy, measured by judgements of learning (JOLs), has been found to be low to moderate, with students often displaying, and JOLs of problem solving are no exception. Recently, school children’s overconfidence was shown to diminish when they problem solving after studying worked examples. The current aimed to extend this research by investigating whether practising solving after worked example study would also improve JOL in secondary education. Adolescents of 14–15 years old (N = 143) randomly assigned to one of five conditions that differed in timing of, whether practice problems were provided, and timing of the practice provided: (1) worked examples – JOL, (2) worked examples – delay – JOL, (3) worked examples – practice problems – JOL, (4) worked examples – practice problems – delay – JOL or (5) worked examples – delay – practice – JOLs. Results showed that practice problems improved absolute of JOLs as well as regulation accuracy. No differences in final test were found.