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¶

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

Subclaims¶

q3 i? In a randomized experiment with 73 third-graders, neither the interaction effect time*group nor the main effect of learning environment reached statistical significance for adaptive use of strategies. → 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 · r?

Linear mixed models on repeated measures (pretest, posttest, follow-ups at 3 and 8 months) comparing 38 children in the explicit and 35 in the implicit condition, with general cognitive abilities as covariate. Group differences showed only small effect sizes at T3 and T4 (dT3 = 0.25, dT4 = 0.20). The article reports "no significant effect of the type of learning environment".

"The interaction effect “time*group” [F(3,198.136) = 0.70, p = .550] as well as the main effect “group” [F(1,82.826) = 0.40, p = .528] did not reach level of statistical significance."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

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