Studying instructional and video modeling examples improved heredity problem-solving performance and self-assessment accuracy from pretest to posttest¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Overall problem-solving performance rose from 24.36% correct at pretest to 64.74% at posttest. → Lisette Wijnia 2021 q2 i? Mean self-assessment accuracy improved from 1.33 at pretest to 1.17 at posttest (lower scores indicate higher accuracy). → Lisette Wijnia 2021 (2)

Evidence¶

Lisette Wijnia 2021¶

Lisette Wijnia, Martine Baars. (2021). The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples. Instructional Science. https://doi.org/10.1007/s11251-020-09531-4

q2 · i? · associational · r2

One-group pretest-posttest design with 342 secondary students; four isomorphic heredity problems at pretest and posttest. "students obtained a mean score of 24.36% correct (SD = 20.24) on the pretest and 64.74% correct (SD = 24.02) on the posttest, indicating that students improved their performance after studying the video modeling examples."

"students obtained a mean score of 24.36% correct (SD = 20.24) on the pretest and 64.74% correct (SD = 24.02) on the posttest, indicating that students improved their performance after studying the video modeling examples."

Lisette Wijnia 2021 (2)¶

Lisette Wijnia, Martine Baars. (2021). The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples. Instructional Science. https://doi.org/10.1007/s11251-020-09531-4

q2 · i? · causal · r1

Descriptive pretest-posttest comparison of self-assessment accuracy (absolute difference scores, 0 = perfect accuracy) in the same one-group design. "students had a self-assessment accuracy score of 1.33 (SD = 0.76) on the pretest and 1.17 (SD = 0.85) on the posttest, indicating that students became more accurate in their self-assessment after studying the video modeling examples."

"students had a self-assessment accuracy score of 1.33 (SD = 0.76) on the pretest and 1.17 (SD = 0.85) on the posttest, indicating that students became more accurate in their self-assessment after studying the video modeling examples."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Students with good-quality or moderately positive motivational profiles scored higher on the problem-solving posttest than students with poor-quality or moderately negative profiles — related
• Students with good-quality or moderately positive profiles self-assessed more accurately after studying video modeling examples than students with poor-quality or moderately negative profiles — related
• Video modeling training of self-assessment and task-selection skills improves secondary students' problem-solving performance after a self-regulated learning phase — related
• Novice secondary students show large pretest-to-posttest gains in learning and near transfer of probability calculation after studying a video modeling example, regardless of model or observer gender — related
• Motivational profiles were associated with mental effort while studying the video modeling examples, but not with posttest mental effort — related
• Training students to select tasks using a combination of self-assessed performance and invested mental effort improves self-assessment, task selection, and posttest performance, but one follow-up study found no transfer to a new problem domain — related