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¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students taught under self-generated elaboration scored higher on procedural knowledge than students taught under instructor-assisted elaboration (significant at the 5% level), but not significantly higher than students under the combined strategy. → 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 · r2
Univariate t-tests among three treatment groups (n = 26, 26, 25) in a pretest/posttest classroom experiment. The self-generated group outperformed the instructor-assisted group (t=1.99, p=0.05); self vs. combined was "not statistically significant" (t=0.40, p=0.69).
"That is, the self-elaboration strategy does improve students’ Procedural knowledge at 5% significance level compared to the instructor-assisted elaboration strategy. The results are positive but are not statistically significant when comparing the self elaboration with the combined strategy."
Discussion¶
Related Claims¶
- Elaborative Encoding Improves Retention — the general claim this finding bears on, with the studies behind it
- GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes — related
- 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 — related
- Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest — related
- GPA predicts procedural knowledge and intellectual skills but not attitudes toward learning — related
- Elaboration strategy does not significantly affect students' attitudes toward the learning method — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-generated-elaboration-improves-procedural-knowledge-accounting |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xiong-2014 |
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