Feedback type (metacognitive cues, expert map review, both, or scores only) produced no statistically significant difference in mean accuracy change on either technical problem¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? One-way ANOVA found no significant difference among the four groups for the electrical grid problem (F(3, 126) = 1.014, p = .389) or the heat exchanger problem (F(3, 126) = 2.315, p = .079). → Foster 2016
Evidence¶
Foster 2016¶
Foster, W. T., Shahhosseini, A. M., & Maughan, G. (2016). Advancing Diagnostic Skills for Technology and Engineering Undergraduates: A Summary of the Validation Data. Journal of Technology Education, 28(1). https://scholar.lib.vt.edu/ejournals/JTE/v28n1/
q2 · i? · causal · r2
Quasi-experimental study of 130 junior and senior undergraduates randomized to four treatment groups; the dependent variable was the difference in percent accuracy between first and second map submissions. The article reports the ANOVA was non-significant for both problems; equivalence was not tested.
"Based on a one-way analysis of variance, the null hypothesis could not be rejected for the electrical grid problem (F(3, 126) = 1.014, p = .389) nor for the heat exchanger problem (F(3, 126) = 2.315, p = .079)."
Discussion¶
Related Claims¶
- Informing learners about the to-be-monitored cue before the problem-solving phase improves self-assessment accuracy compared with informing them only afterwards — related
- The three groups were equivalent on EPT pre-test scores before the intervention — related
- Learners' metacognitive reading strategy type (global, problem-solving, or support) showed no statistically significant effect on reading test scores — related
- Informing learners about the to-be-monitored cue before problem-solving did not affect mental effort or problem-solving performance (Experiment 1) — related
- Second-submission accuracy on the electrical grid problem was significantly lower than first-submission accuracy, the reverse of expectations — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.