Claims

Teaching (writing a verbatim lecture script) produces better create question generation than explaining (writing a textbook explanation)

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i1 The teaching group generated more create questions than the explaining group, a small-to-medium advantage. → Sarah Shi Hui Wong 2026

Evidence

Sarah Shi Hui Wong 2026

Sarah Shi Hui Wong, Stephen Lim. (2026). The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10097-1

q3 · i1 · causal · r2

Pairwise comparison within the same randomized experiment's create question generation ANOVA: the teaching condition outperformed the explaining condition, "p=.008, d = 0.34", holding written modality and audience constant across both conditions.

"Importantly, the teaching group generated more create questions than the explaining group, p=.008, d = 0.34."

Discussion

Page metadata
Field Value
type claim
id teaching-beats-explaining-question-generation
title Teaching (writing a verbatim lecture script) produces better create question generation than explaining (writing a textbook explanation)
description Teaching (writing a verbatim lecture script) produces better create question generation than explaining (writing a textbook explanation)
status review
evidence_strength moderate
newest_evidence 2026
generated by process:wiki-ingest on 2026-10-22
trust unverified — no one has confirmed this page's content
sources 1 — sarah-shi-hui-wong-2026

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