Heuristic-methodological instruction increases pupils' reported strategies for overcoming work difficulties¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group pupils more frequently reported investing more effort or asking for help to overcome difficulties, while control pupils left the answer field blank in 86.7% of cases (χ2(2)=30.676, p=0.00). → 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 · r2

Chi-square analysis of the difficulty-overcoming task in the same quasi-experiment. "the control group left the answer field blank in a larger number of cases ( in 86.7% of cases)". No effect size printed.

"In the category defined on the basis of the task in which the subjects needed to write the ways in which they overcame problems during the prob lem solving process, the Chi-square test showed that there exists a statistically signi ficant difference between the experimental and control groups (χ2(2)=30.676, on the level 0.05 р=0.00)."

Discussion¶

Related Claims¶

• Heuristic-methodological instruction increases fourth-grade pupils' reported connecting of previously acquired knowledge with new content — related
• Heuristic-methodological instruction shows no significant effect on pupils' reported learning planning — related
• Heuristic-methodological instruction increases pupils' singling out of main concepts and ideas from a text — related
• Heuristic-methodological instruction changes how pupils check answers, favouring rereading and rethinking over not checking — related
• Heuristic-methodological instruction increases pupils' checking of answer correctness — related