Timing of self-monitoring strategies (during class vs. at the end of class) made no significant difference to self-monitoring or achievement outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No significant difference was found between the first experimental group (strategies during class) and the second experimental group (strategies at end of class) on self-monitoring post-test scores. → Arslantas 2017 q2 i? No statistically significant difference was found between the two strategy timings in terms of student achievement levels. → Arslantas 2017 (2)

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

In the ANOVA (Tukey) comparison of self-monitoring post-test scores, the article reports "No significant difference was found between the first and second experimental group", i.e. between strategies used during the teaching period and those used at the end of the period.

"No significant difference was found between the first and second experimental group."

Arslantas 2017 (2)¶

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

For the achievement outcome, the article states "there was no statistically significant difference b etween the self-monitoring strategies used during the class period and those used at the end of the class period"; equivalence was not otherwise tested.

"It was found that there was no statistically significant difference b etween the self-monitoring strategies used during the class period and those used at the end of the class period in terms of student achievement levels."

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
• 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 — related
• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — a broader claim this one bears on