Cognitive prompts activating deep learning strategies produce a marginally significant immediate exam advantage over prompts activating shallow strategies in a real psychology course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students studying deep-prompted textbook content scored higher on a real academic exam than students studying shallow-prompted content, with only marginal significance. → Dana Opre 2023

Evidence¶

Dana Opre 2023¶

Dana Opre, Andrei Costea, Răzvan Jurchiș, Romiță Iucu. (2023). Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts. Journal of Educational Sciences, XXIV, 2(48). https://doi.org/10.35923/JES.2023.2.16

q2 · i? · causal · r1

Quasi-experiment in a mandatory psychology course: 125 students studied a prompted 'Memory' chapter online for 3 weeks; after quality checks, 37 deep-processing and 61 shallow-processing data sets were analysed. The Mann-Whitney test gave "U = 1279.5, p = .06", a marginally significant advantage for the deep group. No effect size was printed.

"a Mann -Whitney U test was performed to evaluate whether a deep level of processing results in better performance on a real -life academic exam compared to a shallow level of processing. The test provided marginally significant evidence to argue that the DP group scored higher than the SP group, U = 1279.5, p = .06."

Discussion¶

Related Claims¶

• Metacognitive prompts improve learning — the general claim this finding bears on, with the studies behind it
• The immediate advantage of deep-processing prompts does not persist at a 5-month follow-up, with a Bayesian test confirming the null — related