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¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2013 · 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 i3 For pretest-incorrect participants, better elaborative-interrogation answers were associated with higher posttest scores, r = .39, p = .002; there was no association for embedded-question accuracy 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 · i3 · causal · r2
Correlational analyses of answer quality within the questioning conditions. Embedded questions were answered correctly on average 3.08 of 6 (SD = 1.70); elaborative interrogation averaged 4.80 of 18 (SD = 2.27), with about 37% of answers missing, circular, or wrong.
"However, for participants who answered the pretest incorrectly, there was a positive correlation between the quality of the answers to the elaborative interrogations and posttest scores, r = .39, p = .002."
Discussion¶
Learner Variables¶
- Prior Knowledge — moderator: an instructional effect differs with it
Related Claims¶
- 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 — reports the opposite
- Answers to elaborative interrogation questions were mostly poor in quality, and answer quality correlated positively with posttest scores — related
- For students who answered the pretest incorrectly, reading the lesson twice yielded higher posttest scores than either embedded questioning or elaborative interrogation — related
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