ERIC EJ955673: Effects Of Regulatory Self-Questioning On Secondary-Level Students' Problem-Solving Performance - Info and Reading Options
By ERIC
"ERIC EJ955673: Effects Of Regulatory Self-Questioning On Secondary-Level Students' Problem-Solving Performance" and the language of the book is English.
“ERIC EJ955673: Effects Of Regulatory Self-Questioning On Secondary-Level Students' Problem-Solving Performance” Metadata:
- Title: ➤ ERIC EJ955673: Effects Of Regulatory Self-Questioning On Secondary-Level Students' Problem-Solving Performance
- Author: ERIC
- Language: English
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- Internet Archive ID: ERIC_EJ955673
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"ERIC EJ955673: Effects Of Regulatory Self-Questioning On Secondary-Level Students' Problem-Solving Performance" Description:
The Internet Archive:
A randomized posttest-only control group experimental design was used to determine the effects of regulatory self-questioning on secondary-level career and technical education students' electrical circuit theory test scores. Students who participated in the self-questioning group were asked to answer a list of regulatory questions as they solved their problems. The difference in test scores between the experimental and control groups was statistically significant (t(62) = 1.96; p = 0.027). On average, students who participated in the self-questioning group outperformed students in the control group by 10 percentage points. Cohen's d indicated a moderate effect size (0.5). In the control group, 53% of students achieved a test score of 80% or better on the Ohm's Law test, whereas 79% of students in the regulatory self-questioning group scored 80% or better. The use of regulatory self-questioning may positively benefit teachers who teach principles of Ohm's Law. Educators could assist students in achieving greater problem-solving outcomes by requiring use of regulatory self-questioning. This study should be replicated to determine the effects of regulatory self-questioning with other secondary-level students. Further research should be conducted to investigate the effects of regulatory self-questioning when students are faced with increasingly complex problems. (Contains 3 figures and 2 tables.)
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