Students showed significant learning gains on domain knowledge (large effect) and concept maps (medium effect) after a 45-minute SRL-rich learning task¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Domain test scores increased significantly from pretest to posttest with a large effect (r = .51). → Joep van der Graaf 2022 q3 i2 Concept map scores increased significantly from pretest to posttest with a medium effect (r = .31). → Joep van der Graaf 2022

Evidence¶

Joep van der Graaf 2022¶

Joep van der Graaf, Lyn Lim, Yizhou Fan, Jonathan Kilgour, Johanna Moore, Dragan Gašević, Maria Bannert, Inge Molenaar. (2022). The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09308-9

q3 · i3 · associational · r2

Wilcoxon signed-rank pre-/post-test comparisons in the Results section of the exploratory study with 44 university students. The article reports "p < .001, r = .51" for the domain test and "p = .003, r = .31" for concept maps, described as large and medium effects respectively.

"Results showed that learning occurred, domain test scores were higher on posttest than pretest, p < .001, r = .51, (a large effect), and concept map scores as well, p = .003, r = .31, a medium effect"

Discussion¶

Related Claims¶

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• ESL students taught concept mapping show significantly greater gains in self-regulation strategies (self-monitoring and knowledge acquisition strategies) than the alternative strategy group — related
• ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy — related
• Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
• ESL students taught concept mapping show significantly greater gains in self-efficacy for learning from text than students taught an alternative learning strategy — related