The VisA instrument predicts word problem solving performance in grade 5, explaining 23 percent of variance¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: tool and model accuracy changes quickly

Subclaims¶

q2 i3 The VisA instrument correlated r = .48 with word problem solving test scores and explained 23 percent of variance in performance. → Jacobse 2012

Evidence¶

Jacobse 2012¶

Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning. https://doi.org/10.1007/s11409-012-9088-x

q2 · i3 · associational · r1

Bivariate correlations in the grade 5 study (effective n=39) show the VisA instrument related to word problem solving at r = .48 (p<.01, Table 2); the commonality analysis reports VisA explaining 23 percent of variance in performance, with "correlations ranging from r = .57 to .48."

"both on-line instruments – the think-aloud and the VisA instrument - were well related to performance with correlations ranging from r = .57 to .48."

Discussion¶

Related Claims¶

• The think-aloud measure predicts word problem solving performance, explaining 33 percent of variance
• The VisA instrument and think-aloud measure converge moderately and each contributes unique predictive variance for word problem solving
• A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5
• Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving — related
• Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains — related