Teacher-guided classroom discussion before reflection prompts yields higher learning gains than all other support conditions, especially on application-level items¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in the example + discussion + prompts condition showed significantly higher learning gains on application-level items than all other conditions, and higher conceptual-level gains than the control and example conditions. → Elise H. Eshuis 2022 q3 i? The mixed MANOVA showed a significant Time*Condition interaction for both conceptual and application level items. → Elise H. Eshuis 2022 (2)

Evidence¶

Elise H. Eshuis 2022¶

Elise H. Eshuis, Judith ter Vrugte, Ton de Jong. (2022). Supporting reflection to improve learning from self-generated concept maps. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09299-7

q3 · i? · causal · r2

Quasi-experiment with 144 secondary vocational students (final sample) in four cumulative conditions; mixed MANOVA with Bonferroni-controlled post-hoc comparisons on learning gains. The discussion condition beat "all other conditions" on application level (control p = 0.026; example p = 0.046; example + prompts p = 0.014).

"Post-hoc comparisons (Bonferroni controlled) on these learning gains (i.e., pretest score to posttest score) showed that the found multivariate effect of Condition could be explained from significantly higher learning gains on the application level in the example + discussion + prompts condition compared to all other conditions"

Elise H. Eshuis 2022 (2)¶

Elise H. Eshuis, Judith ter Vrugte, Ton de Jong. (2022). Supporting reflection to improve learning from self-generated concept maps. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09299-7

q3 · i? · causal · r2

Mixed MANOVA on pre- and posttest scores (conceptual and application level as dependent variables) found a significant multivariate Time*Condition interaction, F(6, 278) = 2.56, p = 0.020, ηp2 = 0.052, indicating condition differences in learning gains.

"a significant interaction effect of Time*Condition, F(6, 278) = 2.56, p = 0.020; Wilk's Λ = 0.898, ηp2 = 0.052"

Discussion¶

Related Claims¶

• Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students — related
• Video-modeling of collaboration, especially with prompted reflection, produced more lasting learning about collaboration than scripted practice once script supports were withdrawn — related
• Merely adding an expert example concept map does not add to the value of students creating their own concept maps for this population — related
• Learners who reflected collaboratively on their prior collaboration gained more knowledge about effective collaboration than learners guided by an external collaboration script or unsupported learners — related
• Reflective Practice Improves Outcomes When Structured — a broader claim this one bears on
• No significant differences in learning measures across teacher-coached, researcher-coached, and BioWorld-alone conditions — related