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ERIC Number: EJ760702
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
Reference Count: 41
ISSN: ISSN-0092-1815
The Effect of Adjunct Post-Questions, Metacognitive Process Prompts, Cognitive Feedback and Training in Facilitating Student Achievement from Semantic Maps
Yamashiro, Kelly Ann C.; Dwyer, Francis
International Journal of Instructional Media, v33 n3 p303-315 2006
The purpose of this study was to examine the instructional effectiveness of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in complementing semantic maps. Two hundred seventy Taiwanese subjects were randomly assigned to eight treatments. After interacting with their respective treatments each completed three criterion tests designed to measure different educational objectives. The method of analysis involved a 4 x 2 factorial design. Alpha was set at the 0.05 level. Insignificant differences in achievement were found to exist among treatments receiving the different independent variables. The study raises serious concern about generalizing research results obtained in one culture to another and offers several alternative explanations related to the use of semantic maps for instructional purposes. (Contains 4 charts.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan