Heuristic-methodological instruction changes how pupils check answers, favouring rereading and rethinking over not checking¶

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 checking answers by reading the text again or thinking about the question again, while control pupils more often reported not checking (χ2(4)=16.433, p=0.02). → 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 way-of-checking task in the same quasi-experiment. "The experimental group students more frequently stated they check the correctness of the answers by reading the text again or thinking about the question again." No effect size printed.

"In the category which referred to the way in which the pupils checked the correctness of the answers, a statistically significant difference was found in favour of the experimental group, which the Chi-square test confirmed (χ2(4)=16.433, on the level 0.05 р=0.02)."

Discussion¶

Related Claims¶

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