Elaboration during the problem-based discussion had no significant main effect on immediate or delayed recall¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the immediate posttest, neither elaboration (F(1, 62) = 2.36, p = .13) nor prior knowledge (F(1, 62) = 1.81, p = .18) had a significant main effect on recall; the delayed-posttest elaboration effect was also non-significant (F(1, 62) = .69, p = .41). → Floris M. Van Blankenstein 2013

Evidence¶

Floris M. Van Blankenstein 2013¶

Floris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. Van der Vleuten, Henk G. Schmidt. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 41, 729-744. https://doi.org/10.1007/s11251-012-9252-3

q3 · i? · causal · r2

Main-effect tests from the 2×2 ANOVA on the immediate posttest; the delayed-posttest elaboration main effect was likewise non-significant (F(1, 62) = .69, p = .41, g2 = .01). The article prints no standardized effect size for these null findings.

"On the immediate posttest, neither elaboration, F(1, 62) = 2.36, p = .13, g2 = .04 (small effect), nor prior knowledge, F(1, 62) = 1.81, p = .18, g2 = .03 (small effect), had a significant effect on recall."

Discussion¶

Related Claims¶

• Elaboration during a problem-based discussion interacts with relevant prior knowledge on immediate text recall, with the interaction approaching significance at a medium effect size — related
• For students without relevant prior knowledge, elaborating during the discussion led to lower recall than not elaborating — related
• Elaborating with relevant prior knowledge yielded significantly higher immediate recall than elaborating without relevant prior knowledge — related