Problem-solving performance improves significantly only when coherence and linking changes are combined, showing the predicted interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The coherence x linking interaction on problem solving was significant, and only the coherence-plus-linking version significantly outperformed all other versions. → Vidal-Abarca 1998

Evidence¶

Vidal-Abarca 1998¶

Vidal-Abarca, E., & Sanjosé, V. (1998). Levels of comprehension of scientific prose: The role of text variables. Learning and Instruction, 8(3), 215-233. https://www.sciencedirect.com/science/article/abs/pii/S0959475297000200

q2 · i? · causal · r2

ANCOVA on the five-question problem-solving test (applying textual information in new contexts) in the same four-group experiment. Bonferroni's test showed "thecoherence-plus-linkingversionhadsignificant advantagesoveralltheotherpassages"; no other difference was significant.

"The interac- tion effect was also significant,F(1,62)=4.424. Thus, the separate insertion of linking or coherencechangeshadaslighteffectontheimprovementof thestudent’sproblemsolving performance, but the combination of both changes in tandem produced a significant"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Coherence textual changes improve tenth graders' main-idea performance on a scientific text — related
• Neither textual change significantly improves recall of low-level idea units, contradicting the recall hypothesis — related