For students who answered the pretest incorrectly, diagrams helped only in the read-twice control condition and only when the diagram information was also presented in the text¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 A diagram condition × questioning condition interaction occurred for pretest-incorrect students: diagram condition affected posttest performance in the read-twice control condition (d = .63) but not in the questioning conditions, and the benefit required redundant text. → Clinton 2013

Evidence¶

Clinton 2013¶

Clinton, V., Alibali, M. W., & Nathan, M. J. (2013). The effects of diagrams and questioning-while-reading on learning from a statistics lesson. In Martinez, M. & Castro Superfine, A. (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago. https://eric.ed.gov/?id=ED584483

q3 · i2 · causal · r2

ANOVA interaction in the randomized experiment, pretest-incorrect subgroup (N = 198). In the read-twice control, "participants in the diagram with redundant text condition had higher scores than did participants in the text-only condition"; no reliable benefit of diagram without redundant text.

"However, there was an interaction between diagram condition and questioning condition, F(2, 196) = 3.04, p = .02, such that diagram condition affected performance in the read-twice control condition, t(61) = 2.56, p = .04, Cohen’s d = .63, but not the other questioning conditions."

Discussion¶

Related Claims¶

• Diagrams improved posttest accuracy only in the read-twice condition, not in the questioning conditions — related
• Redundant text in the diagram did not affect posttest accuracy or difficulty ratings — related
• For students who answered the pretest incorrectly, reading the lesson twice yielded higher posttest scores than either embedded questioning or elaborative interrogation — related
• Diagrams improve posttest performance on posterior probability problems for students who answered the pretest correctly, whether or not the diagram text is redundant — related