Abstract: This study investigates students’ perceptions and experiences in a calculus class with worked examples. The theory of worked examples is based on Sweller’s cognitive load theory. In this study, participants attended voluntary discussion sessions that transitioned from showing worked examples to the participants to the participants working problems themselves. In particular, the experiences and perceptions of two weaker students and another average student are presented to give a picture of how the worked examples helped students in the class. These results are similar to what another study found when describing how the worked examples helped “good” and “poor” mechanics students change their attitude towards mathematics and self-efficacy in calculus, along with how it affected their learning in the course.

Key words: calculus, worked examples, perceptions, experiences, qualitative research