There were no differences in answer quality between pretest-correct and pretest-incorrect students for either questioning type, and no association between embedded-question accuracy and posttest scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One-way ANOVAs found no differences in answer quality by pretest accuracy for embedded questions or elaborative interrogations, and no associations between embedded-question answer quality and posttest scores in either subgroup. → Clinton 2013

Evidence¶

Clinton 2013¶

Clinton, V., Alibali, M. W., & Nathan, M. J. (2013). The effects of diagrams and questioning-while-reading on learning from a statistics lesson. In Martinez, M. & Castro Superfine, A. (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago. https://eric.ed.gov/?id=ED584483

q2 · i? · causal · r2

Null one-way ANOVA on embedded-question answer accuracy by pretest accuracy; no effect size is printed, so no magnitude is asserted. The article also reports no associations between embedded-question answer quality and posttest scores for either subgroup.

"There were no differences in answer quality between participants who answered the pretest correctly (M = 3.00, SD = 1.70) and participants who answered the pretest incorrectly (M = 3.11, SD = 1.72)."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Answers to embedded questions and elaborative interrogations were of poor quality, and elaborative-interrogation answer quality correlated with posttest scores only for pretest-incorrect students — reports the opposite
• Answers to elaborative interrogation questions were mostly poor in quality, and answer quality correlated positively with posttest scores — related