Implicit and explicit learning environments do not differ in third graders' accurate use of strategies¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither the time*group interaction nor the main effect of environment was significant for accuracy of strategy application, confirming Hypothesis 2. → Aiso Heinze 2018

Evidence¶

Aiso Heinze 2018¶

Aiso Heinze, Julia Arend, Meike Gruessing, Frank Lipowsky. (2018). Instructional approaches to foster third graders' adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction. Instr Sci 46:869–891. https://doi.org/10.1007/s11251-018-9457-1

q3 · i? · causal · r2

Linear mixed model for accurate use of strategies across T1–T4 in the same randomized two-condition experiment (explicit n = 38, implicit n = 35). Effect sizes for group differences were small at T1 and T2 and not noteworthy at T3 and T4 (dT4 = 0.01).

"Neither the interaction effect “time*group” [F(3,195.100) = 0.23, p = .878] nor the main effect “group” [F(1,81.603) = 0.73, p = .395] reached a level of statistical significance."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Implicit and explicit learning environments do not differ in third graders' skills in adaptive use of strategies at post-test or at 3- and 8-month follow-ups — related
• Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test — reports the opposite
• Implicitly taught students showed a more sustainable use of self-generated compensation strategies, which resisted the later introduction of standard algorithms — related
• The strategy intervention improved third graders' adaptive use of strategies relative to untreated classmates — related