Abstract
This study analyzed the effect of worked examples on the understanding and application of statistical concepts among university students. A quantitative, quasi-experimental pretest-posttest design was conducted with 52 participants divided into a conventional explanation group and a worked-example group. Both groups showed similar initial scores; however, the worked-example group achieved higher posttest performance (7.73 vs. 6.46; p < 0.001) and greater learning gains. The main differences were observed in application and transfer tasks. The findings suggest that step-by-step worked examples facilitate the practical use of complex concepts and may constitute an effective complement to conventional theoretical instruction.
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Copyright (c) 2026 Omar Emilio Trujillo Zeballos