Students in calculus- and algebra-based introductory physics courses have been shown to perform significantly better on vector addition and subtraction using ijk representation than identical tasks using an "arrows-on-a-grid" representation. Evidence supporting a knowledge hierarchy has been observed, with the ability to correctly solve ijk format questions necessary to correctly solving arrow format questions. The absence of explicit ijk instruction in typical algebra-based courses may exacerbate difficulties experienced by all physics students with vector addition and subtraction in the arrow representation in the algebra-based population. In this study we investigate to what degree instruction in the ijk format improves vector subtraction skills in the arrow format. The instruction was a one-time online intervention with feedback given to students in an algebra-based introductory physics course. While neither intervention produced gains that were statistically significant, we find evidence that students who performed well on the intervention questions perform better on a posttest question when controlling for pretest scores.