In one accounting classroom experiment, self-generated elaboration scored marginally above instructor-assisted elaboration on intellectual skills (p = .06, omnibus test not significant) and no higher than a combined strategy¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students under self-generated elaboration outperformed students under instructor-assisted elaboration on intellectual skills at the 6% significance level; the difference versus the combined strategy was not significant. → Xiong 2014

Evidence¶

Xiong 2014¶

Xiong, Y., Zhou, H., & Ogilby, S. M. (2014). Experimental Investigation of the Effects of Cognitive Elaboration on Accounting Learning Outcomes. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p1

q2 · i? · causal · r1

Univariate tests among the three elaboration groups on case-analysis intellectual-skills scores: self vs. instructor t=1.91, p=0.06; self vs. combined t=0.67, p=0.51. The omnibus ANOVA for intellectual skills was not significant (F=1.65, p=0.19).

"That is, the students taught under the self-elaboration strategy outperformed the students taught under the instructor-assisted strategy on intellectual skills at 6% significance level. However, the difference is not significant between the self-elaboration strategy and the combined strategy."

Discussion¶

Related Claims¶

• Elaborative Encoding Improves Retention — the general claim this finding bears on, with the studies behind it
• In one introductory accounting experiment, self-generated elaboration scored above instructor-assisted elaboration on procedural knowledge at the p = .05 boundary, and not significantly above a combined strategy — related
• Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest — related
• GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes — related
• Elaboration strategy does not significantly affect students' attitudes toward the learning method — related