Receiving two model answer diagrams improves secondary students' delayed-diagramming text comprehension relative to no model answers¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students who received two model answers (correct and partially correct) performed significantly better on the second comprehension test than students who received no model answers, with no other pairwise comparisons significant. → Hepner 2024

Evidence¶

Hepner 2024¶

Hepner, S. L., Oudman, S., Carlson, T. E., van de Pol, J., & van Gog, T. (2024). Improving (meta)comprehension: Feedback and self-assessment. Learning and Instruction, 92, 101922. https://doi.org/10.1016/j.learninstruc.2024.101922

q3 · i? · causal · r2

Randomized 3×2 between-subjects experiment with 258 grade 11–12 students; linear mixed models on phase-2 comprehension showed a main effect of model answers, "F (2,252) = 3.45, p = .03", with no effect of self-assessment instructions or interaction. Pairwise, two model answers beat none, t(252) = 2.56, p = .03.

"There was a significant main effect of model answers on students’ comprehension test performance in phase 2, F (2,252) = 3.45, p = .03. There was no significant main effect of Self-Assessment Instruction, F (1,252) = 1.52, p = .22, and no significant interaction effect, F (2,252) = 0.83, p = .44."

Discussion¶

Related Claims¶

• Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming — related
• Delayed diagram completion improves students' relative monitoring accuracy of text comprehension compared with no diagramming — related
• Visualizing support—provided diagrams or learner-generated drawings—facilitates higher-quality explanations and better comprehension than explaining text alone — related
• Diagramming scaffold also improves absolute metacomprehension accuracy for causal relations, extending the effect beyond relative accuracy — related
• Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences — related
• Model answers combined with self-assessment instructions interactively improve monitoring-based regulation accuracy, with two model answers most effective — related
• In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy — related