Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who completed at least 4 reflection modules showed a significantly more strategic approach to solving the angular momentum exam problem than students who never interacted with the DLC. → Sijmkens 2024

Evidence¶

Sijmkens 2024¶

Sijmkens, E., De Cock, M., & De Laet, T. (2023). Scaffolding Students' Use of Metacognitive Activities Using Discipline- and Topic-Specific Reflective Prompts. Metacognition and Learning, 18(3), 811–843. https://doi.org/10.1007/s11409-023-09363-w

q2 · i? · associational · r2

Group comparison of strategy scores among 316 first-year bioscience engineering students categorised by number of completed DLC reflection modules (0, 1-3, 4-6, 7-9). Kruskal-Wallis test revealed "significant differences among the interaction groups (χ2 = 25.25,p < .001,df = 2)". No effect size reported for the omnibus test.

"A Kruskal-Wallis rank sum test revealed significant differences among the interaction groups (χ2 = 25.25,p < .001,df = 2). Post-hoc pairwise Wilcoxon tests, illustrated in Figure 3, further demonstrated a significant difference in strategic approach between students who never interacted with the DLC and those who completed at least 4 reflection modules."

Discussion¶

Related Claims¶

• Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities — related
• Completing the topic-specific reflection module on angular momentum yielded a larger effect on strategic approach than completing other modules alone — related
• Topic-specificity of reflection modules is not essential for developing strategic approach, unlike for conceptual understanding — related
• Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding — related
• Graduate students can effectively develop interactive educational online software modules as a curriculum component of an advanced science course — related