Generative learning strategy prompts with metacognitive feedback yield higher self-regulation, strategy-use quality, recall and comprehension than strategy tools alone, controlling for prior knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Participants given generative learning strategy prompts with metacognitive feedback scored significantly higher in self-regulation, quality of generative learning strategy use, and recall and comprehension than participants given only generative learning strategy tools, after controlling for prior domain knowledge. → Lee 2008

Evidence¶

Lee 2008¶

Lee, Hyeon Woo. (2008). The effects of generative learning strategy prompts and metacognitive feedback on learners' self-regulation, generation process, and achievement. Dissertation in Instructional Systems, The Pennsylvania State University. https://etda.libraries.psu.edu

q3 · i? · causal · r2

Randomized experiment with 223 undergraduates in "three treatment groups" (tools-only control T1, tools plus prompts T2, tools plus prompts plus metacognitive feedback T3), analyzed with SEM. The article reports the prompts-plus-feedback group "scored significantly higher" on all outcomes than the tools-only group; no effect size is printed in the available text.

"The study found that the participants who were given generative learning strategy prompts with metacognitive feedback scored significantly higher in self-regulation, the quality of generative learning strategy use, and recall and comprehension after controlling for their prior domain knowledge than the participants who were given only generative learning strategy tools."

Discussion¶

Related Claims¶

• Cognitive and metacognitive prompts did not increase self-reported online strategy use, the quality of strategies in learners' notes, or learning outcomes in hypermedia learning — reports the opposite
• Metacognitive prompts improve learning — related
• Reflective Practice Improves Outcomes When Structured — related
• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — related
• Self-regulated learning improves achievement — related
• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — related