Self-monitoring strategies used during or at the end of Social Studies lessons moved fifth-graders' self-monitoring scores significantly closer to the scale's ideal value than formal curriculum teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Both experimental groups (strategies used during class and strategies used at the end of class) differed significantly from the control group on the self-monitoring scale post-test (F=14.67, p=0.00); scored as distance from the scale's ideal value of 9.5, their post-test means were 1.04 and 1.39 against 7.36 for the control group, which the article reads as the experimental groups being close to the ideal level. → Arslantas 2017 q2 i? There was no significant difference between the two experimental groups' self-monitoring post-test scores. → Arslantas 2017

Evidence¶

Arslantas 2017¶

Arslantas, S. & Kurnaz, A. (2017). The effect of using self -monitoring strategies in social studies course on self -monitoring, self -regulation and academic achievement. International Journal of Research in Education and Science (IJRES), 3(2), 452-463. https://doi.org/10.21890/ijres.327905

q2 · i? · causal · r2

Quasi-experimental pretest-posttest study with 96 fifth graders in three groups (two experimental, one control); one-way ANOVA (Tukey) on self-monitoring scale post-test scores showed "the calculated F-value was found 14.67, while the resulting p-value was 0.00", with both experimental groups differing significantly from the control group. The article scores the self-monitoring scale relative to its ideal value (9.5), not as "more is better": post-test means were 1.04 and 1.39 in the experimental groups (down from 3.05 and 6.31) and 7.36 in the control group (up from 4.69), and the article describes the experimental groups as having "a mean score close to the ideal value (9,5) and a low standard deviation". It prints no effect size.

"the calculated F-value was found 14.67, while the resulting p-value was 0.00. The result is significant as p -value is less than the alpha value (p <0.05). It was observed that there was a significant difference both between the first experimental group and the control group, and between the second experimental group and the control group."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it
• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-monitoring strategies used during or at the end of Social Studies lessons significantly improved fifth-graders' academic achievement compared to formal curriculum teaching — related
• Timing of self-monitoring strategies (during class vs. at the end of class) made no significant difference to self-monitoring or achievement outcomes — related
• Self-regulation based reading education significantly improves 5th graders' motivation and learning strategies (self-regulation skills) relative to the current program — related