Students emphasising rehearsal and memorisation techniques showed lower conceptual understanding and less DLC interaction¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students with higher prescores on the rehearsal subscale had lower concept scores and were less inclined to use the DLC reflection modules. → Sijmkens 2024

Evidence¶

Sijmkens 2024¶

Sijmkens, E., De Cock, M., & De Laet, T. (2023). Scaffolding Students' Use of Metacognitive Activities Using Discipline- and Topic-Specific Reflective Prompts. Metacognition and Learning, 18(3), 811–843. https://doi.org/10.1007/s11409-023-09363-w

q2 · i? · associational · r2

From hierarchical regression and mediation test results (N=272). The rehearsal and time/effort regulation variables were negatively correlated in the regression model. The authors suggest rehearsal-focused students may not benefit from topic-specific feedback in the reflection modules.

"This indicates that students who put more emphasis on rehearsal and memorising techniques while studying may have a less profound conceptual understanding of the exam problem studied. Similarly, the mediation tests revealed that students' prescore on the 'rehearsal' subscale is negatively correlated with their interaction with the DLC."

Discussion¶

Related Claims¶

• Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities — related
• No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ — related
• Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding — related