For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The variety of metacognitive strategies for facilitation of memorization was higher in the peer tutoring group, but the explicit instruction group used such strategies most frequently. → Yurttaş-Kumlu 2023
Evidence¶
Yurttaş-Kumlu 2023¶
Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537
q2 · i? · qualitative · r2
Graphic 2 content analysis in the three-case comparison showed variety of memorization strategies was "higher in the peer tutoring strategy instruction group" while frequency was quite high in the explicit instruction group compared to the other groups.
"the variety of metacognitive strategies used to perform the process of facilitation of memorization was higher in the peer tutoring strategy instruction group. The frequency of using the metacognitive strategies of the explicit strategy instruction group to perform the process of facilitation of memorization was quite high compared to the other groups."
Discussion¶
Learner Variables¶
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Strategy variety for drawing attention was higher in the no-instruction and peer tutoring groups, while frequency was higher in the instruction groups — related
- Preservice science teachers exposed to explicit reading strategy instruction showed the highest diversity and frequency of cognitive strategy use while reading a science text — related
- Monitoring ideas was the metacognitive process with the greatest strategy variety, and its use was highest in the peer tutoring instruction group — related
- Metacognitive strategies and products of metacognitive processes were more diverse and frequent in reading strategy instruction groups than in the no-instruction group — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
memorization-strategies-peer-tutoring-variety-explicit-frequency |
title |
For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group |
description |
For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yurttaş-kumlu-2023 |
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