The self-study-before-discussion advantage persisted at one-week delayed tests, with lecture-condition scores declining over time while self-study-condition scores remained stable¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Self-study students scored higher on long-term retention than lecture students (d = 1.05). → Jaeseo Lim and Jooyong Park 2026 q3 i3 Self-study students scored higher on long-term near-transfer than lecture students (d = 1.52). → Jaeseo Lim and Jooyong Park 2026 (2) q3 i2 Lecture-condition scores declined significantly over time while self-study-condition scores showed no significant change. → Jaeseo Lim and Jooyong Park 2026 (3)

Evidence¶

Jaeseo Lim and Jooyong Park 2026¶

Jaeseo Lim and Jooyong Park (2026). Self-study followed by discussion enhances learning for high school students. Instructional Science (2026) 54:56. https://doi.org/10.1007/s11251-026-09801-7

q3 · i3 · causal · r2

Delayed test administered one week after the learning session. The contrast was reported as "statistically significant, t(71) = 4.49, p < .001, d = 1.05, indicating a large effect."

"For long-term retention, students in the self-study condition (M = 3.97, SD = 1.44) scored higher than those in the lecture condition (M = 2.54, SD = 1.27), as presented in Table 2."

Jaeseo Lim and Jooyong Park 2026 (2)¶

Jaeseo Lim and Jooyong Park (2026). Self-study followed by discussion enhances learning for high school students. Instructional Science (2026) 54:56. https://doi.org/10.1007/s11251-026-09801-7

q3 · i3 · causal · r2

Delayed near-transfer contrast reported as "statistically significant, t(71) = 6.51, p < .001, d = 1.52, indicating a very large effect."

"Students in the self-study condition (M = 8.82, SD = 2.58) outperformed those in the lecture condition (M = 4.74, SD = 2.77)."

Jaeseo Lim and Jooyong Park 2026 (3)¶

Jaeseo Lim and Jooyong Park (2026). Self-study followed by discussion enhances learning for high school students. Instructional Science (2026) 54:56. https://doi.org/10.1007/s11251-026-09801-7

q3 · i2 · causal · r2

Within-condition change from immediate to delayed retention. A parallel pattern was reported for transfer: lecture declined, t(68) = 2.38, p = .020, d = 0.57; self-study showed no significant change, t(74) = 0.95, p = .346.

"Over time, students in the lecture condition showed a significant decline in retention scores, t(68) = 3.41, p < .001, d = 0.82, whereas no significant change was observed in the self-study condition, t(74) = 1.06, p = .294, d = 0.25."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• High school students taught with self-study followed by discussion achieved higher immediate retention and near-transfer scores than those taught with lecture followed by discussion — related
• Micro productive failure (problem solving before instruction) improved sixth-graders' isomorphic algebraic procedural problem solving, with the advantage stable across one-day and one-week delays — related
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay — related
• Quiz accuracy declines from immediate to 1-week delayed testing regardless of text medium — related