ERIC Number: EJ1095493
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 73
Learning about Posterior Probability: Do Diagrams and Elaborative Interrogation Help?
Clinton, Virginia; Alibali, Martha W.; Nathan, Mitchell J.
Journal of Experimental Education, v84 n3 p579-599 2016
To learn from a text, students must make meaningful connections among related ideas in that text. This study examined the effectiveness of two methods of improving connections--elaborative interrogation and diagrams--in written lessons about posterior probability. Undergraduate students (N = 198) read a lesson in one of three questioning conditions (read twice, embedded questioning, and elaborative interrogation) and one of three diagram conditions (text only, diagram without redundant text, and diagram with redundant text). Elaborative interrogation negatively affected learning from the lesson, relative to reading the lesson twice. One possible explanation for this finding is that the quality of answers to the elaborative interrogations was poor. When the lesson was read twice, diagrams helped learning from the lesson relative to text only. Implications of these findings for instruction in probabilistic reasoning are discussed.
Descriptors: Probability, Instructional Effectiveness, Undergraduate Students, Questioning Techniques, Visual Aids, Logical Thinking, Pretests Posttests, Difficulty Level, Likert Scales, Accuracy, Time on Task, Readability Formulas, Readability
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula
IES Funded: Yes
Grant or Contract Numbers: R305C100024