Journal of Teaching Innovation and Reform

Vol. 2 (2026)
Articles

Process- vs. Product-Oriented Worked Examples: Effects on Knowledge Transfer and Cognitive Load in Financial Literacy Learning

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  • Hilda Widia Rita Hamid,
  • Endah Retnowati
Hilda Widia Rita Hamid
Universitas Negeri Yogyakarta, Indonesia
Endah Retnowati
Universitas Negeri Yogyakarta, Indonesia

Published 2026-06-08

Keywords

  • Cognitive load theory,
  • Financial literacy,
  • Knowledge transfer,
  • Worked examples,
  • Process-oriented,
  • Product-oriented,
  • Far transfer,
  • Near transfer
    • ...More
    Less

How to Cite

Process- vs. Product-Oriented Worked Examples: Effects on Knowledge Transfer and Cognitive Load in Financial Literacy Learning . (2026). Journal of Teaching Innovation and Reform, 2, 11-19. https://doi.org/10.65638/2978-5634.2026.02.02

Abstract

Worked examples are widely used in mathematics instruction, yet the relative effectiveness of process-oriented versus product-oriented formats for supporting knowledge transfer and managing cognitive load remains underexplored in financial literacy contexts. This study compared the effects of these two formats on near transfer, far transfer, and self-rated cognitive load among Grade VII students learning financial literacy. Using a Posttest-Only Control Group Design, 62 seventh-grade students (mean age 13 years) were randomly assigned to either a process-oriented (n = 32) or product-oriented (n = 30) worked example condition. Results indicated no significant difference between formats for near transfer or cognitive load, suggesting that both formats impose comparable mental demands on novice learners. However, the process-oriented group significantly outperformed the product-oriented group on far transfer, indicating that explicit elaboration of solution reasoning supports the formation of flexible knowledge schemas applicable to novel financial problem-solving contexts. These findings suggest that instructional format selection should be guided by the intended transfer outcome, with process-oriented worked examples recommended when developing transferable financial reasoning competencies in junior secondary mathematics education.

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