Effects of problem solving after worked example study on primary school children's monitoring accuracy
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Publication date
2014-01-01
Authors
Baars, Martine
van Gog, Tamara
de Bruin, Anique
Paas, Fred
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Document Type
Article
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Abstract
Research on expository text has shown that the accuracy of students' judgments of learning (JOLs) can be improved by instructional interventions that allow students to test their knowledge of the text. The present study extends this research, investigating whether allowing students to test the knowledge they acquired from studying a worked example by means of solving an identical problem, either immediately or delayed, would enhance JOL accuracy. Fifth grade children (i) gave an immediate JOL, (ii) a delayed JOL, (iii) solved a problem immediately and then gave a JOL, (iv) solved a problem immediately and gave a delayed JOL, or (v) solved a problem at a delay and then gave a JOL. Results show that problem solving after example study improved children's JOL accuracy (i.e., overestimation decreased). However, no differences in the accuracy of restudy indications were found. Results are discussed in relation to cue utilization when making JOLs.
Keywords
accuracy, article, child, decision making, female, human, judgment of learning, knowledge, learning, male, medical research, personal monitoring, primary school, priority journal, Problem solving, school child, scoring system, task performance, Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology
Citation
Baars, M, van Gog, T, de Bruin, A & Paas, F 2014, 'Effects of problem solving after worked example study on primary school children's monitoring accuracy', Applied Cognitive Psychology, vol. 28, no. 3, pp. 382-391. https://doi.org/10.1002/acp.3008