Self-scoring improves primary school students' regulation judgment accuracy in mathematics¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students made more accurate regulation judgments after self-scoring than before, on both multiplication and division tasks, though these still deviated substantially from expert judgments. → Oudman 2024

Evidence¶

Oudman 2024¶

Oudman, S., van de Pol, J., Janssen, E., & van Gog, T. (2024). Primary school students' awareness of their monitoring and regulation judgment accuracy. Learning and Instruction, 92, 101907. https://doi.org/10.1016/j.learninstruc.2024.101907

q3 · i? · causal · r1

Descriptive statistics (Table 1) show absolute regulation accuracy improved from 0.61 (SD = 0.70) to 0.44 (SD = 0.62) for multiplication and from 0.43 (SD = 0.65) to 0.36 (SD = 0.60) for division (values closer to zero indicate more accurate judgments). Statistical analyses are reported in the companion study Oudman et al. (2022) based on the same dataset.

"The students made more accurate regulation judgments after self-scoring than before, on both tasks (for statistical analyses, see Oudman et al., 2022)."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels — related
• Self-scoring improves regulation accuracy for the whole sample, but not significantly for low- and high-performing students on division tasks — related
• Self-scoring improved regulation accuracy awareness only for students whose regulation judgment accuracy increased or stayed maximally accurate — related
• Task performance does not affect primary school students' regulation accuracy awareness — related