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ERIC Number: EJ854938
Record Type: Journal
Publication Date: 2007-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1527-9316
Constructivist or Expository Instructional Approaches: Does Instruction Have an Effect on the Accuracy of Judgment of Learning (JOL)?
Sigler, Ellen A.; Saam, Julie
Journal of the Scholarship of Teaching and Learning, v7 n2 p22-31 Oct 2007
This study extrapolated from Liberman's (2004) calibration model and Kimball and Metcalfe's (2003) conceptualization in order to evaluate students' judgment of learning (JOL) of material presented in either an expository or a constructivist format. The purpose of this study was to determine if students have differing degrees of JOL based on the format of the instruction, and if JOL is related at all to the level of knowledge obtained. According to the results of this study, there was no significant difference between the test scores for the students in the traditionally taught lesson (expository approach) and the classes which utilized the team taught discovery approach. Additionally, there was no significant difference between the two groups concerning their judgment of learning. (Contains 6 tables.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A