Elaboration strategy does not significantly affect students' attitudes toward the learning method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Self-generated elaboration did not improve students' attitudes compared with the instructor-assisted or combined strategies; Hypothesis 3 was not supported. → Xiong 2014

Evidence¶

Xiong 2014¶

Xiong, Y., Zhou, H., & Ogilby, S. M. (2014). Experimental Investigation of the Effects of Cognitive Elaboration on Accounting Learning Outcomes. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p1

q2 · i? · causal · r2

Attitudes measured on a seven-point scale in the same three-group experiment; all pairwise comparisons non-significant, and the attitudes ANOVA was non-significant (F=0.39, p=0.68). The authors note the combined method had the highest attitude mean.

"Hypothesis 3 is not supported (self v. instructor: t=-0.45, p=0.65; self vs. combination: t=-0.99 p=0.33; instructor vs. combination: t=-0.47 p=0.67), indicating the self-generated elaboration does not improve the students’ attitudes compared to the other two strategies even though it improves students’ procedural knowledge and intellectual skills."

Discussion¶

Related Claims¶

• Elaborative Encoding Improves Retention — the general claim this finding bears on, with the studies behind it
• GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes — related
• In one accounting classroom experiment, self-generated elaboration scored marginally above instructor-assisted elaboration on intellectual skills (p = .06, omnibus test not significant) and no higher than a combined strategy — related
• Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest — related
• In one introductory accounting experiment, self-generated elaboration scored above instructor-assisted elaboration on procedural knowledge at the p = .05 boundary, and not significantly above a combined strategy — related
• GPA predicts procedural knowledge and intellectual skills but not attitudes toward learning — related
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