Heuristic-methodological instruction shows no significant effect on pupils' reported learning planning¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No statistically significant difference between experimental and control groups in the task asking pupils to write whether and what their learning plan looked like (χ2(6)=4.433, p=0.618). → Veselinov and Nikolic 2015

Evidence¶

Veselinov and Nikolic 2015¶

Danica Veselinov, Radmila Nikolić. (2015). THE POSSIBILITIES OF ENCOURAGING STUDENT'S METACOGNITIVE STRATEGIES THROUGH HEURISTIC-METHODOLOGICAL INSTRUCTION. https://doi.org/10.17810/2015.06

q2 · i? · causal · r1

Null chi-square result on the planning task in the six-month quasi-experiment; pupils in both groups reported plans such as reading the text many times and underlining important words. Equivalence was not tested; no effect size printed.

"In the task on which the pupils were asked to write whether they had a learning plan, and if they had it what it looked like, the Chi-square tes t did not show a statistically significant difference between the answers of the experimental and control groups (χ2(6)=4.433, on the level 0.05 р=0.618)."

Discussion¶

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