For students who answered the pretest incorrectly, reading the lesson twice yielded higher posttest scores than either embedded questioning or elaborative interrogation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 A main effect of questioning condition favored the control: control participants outscored the embedded questioning condition (d = .74) and the elaborative interrogation condition (d = .69). → 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

q3 · i2 · causal · r2

Main effect of questioning condition in the randomized experiment, pretest-incorrect subgroup. Contrary to the authors' prediction, the read-twice control outperformed both questioning conditions on the posttest.

"For participants who answered the pretest incorrectly, there was also a main effect of questioning condition, F(2, 196) = 13.56, p < .001. Unexpectedly, participants in the control condition had higher posttest scores than did participants in the embedded questioning condition, t(118) = 4.49, p < .001, Cohen’s d = .74, and participants in the elaborative interrogation condition, t(154) = 4.34, p < .001, Cohen’s d = .69."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• For students who answered the pretest incorrectly, diagrams helped only in the read-twice control condition and only when the diagram information was also presented in the text — related
• Elaborative interrogation produced lower posttest accuracy than reading the lesson twice in a written lesson on posterior probability — related
• 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 — related
• Answers to elaborative interrogation questions were mostly poor in quality, and answer quality correlated positively with posttest scores — related