Students who discussed the prompts answered them more often and gave more domain-related answers, and domain-relatedness predicted learning gain¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The discussion condition answered prompts significantly more often and provided domain-related answers significantly more often than the individual-prompts condition. → Elise H. Eshuis 2022 q3 i3 Domain-related answers to reflection prompts were a significant positive predictor of learning gain (β = 0.375). → 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

Chi-square test on coded prompt answers (N = 296 answers) cross-tabulated by condition; the discussion condition answered prompts more often (p < 0.001) and gave domain-related answers more often (p = 0.002). Coded with Cohen's Kappa of 0.84.

"This association was found to be significant: χ2 (5, N = 296) = 25.49, p < 0.001, V = 0.29. Post-hoc column comparisons (Bonferroni controlled) revealed that students in the example + discussion + prompts condition answered the reflection prompts significantly more often than students in the example + prompts condition"

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 · i3 · causal · r2

Backwards stepwise regression (n = 74 students with coded answers) with answer-code frequencies and condition as predictors of learning gain; the final model retained only domain-related answers, β = 0.375, adjusted R2 = 0.129.

"The final model (adjusted R2 = 0.129), F(1, 72) = 11.79, p = 0.001, only included 'domain-related answers to reflection prompts' (β = 0.375) as a significant predictor of learning gain"

Discussion¶

Related Claims¶

• Peer Discussion Improves Conceptual Understanding — a broader claim this one bears on
• Human tutoring has a medium effect over no tutoring, and in one small study students learned as well when tutors only prompted them as when tutors also explained and gave feedback — related
• Homework explanations demonstrating understanding predict better isomorphic exam performance across all quartiles — related