The Effects of Teaching Activities of Children

Sugie, Shuji; Kajita, Masami

doi:10.5926/jjep1953.37.4_381

Cited by 5 publications

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“…This is referred to here as "explanation expectancy." Several studies have reported empirical evidence of the beneficial effect of explanation expectancy (Annis, 1983;Bargh & Schul, 1980;Benware & Deci, 1984;Fiorella & Mayer, 2013;Sugie & Kajita, 1989). However, this enhancement has not been consistently demonstrated in other studies that have manipulated expectancy (Ehly, Keith, & Bratton, 1987;Fukaya, 2013;Ito & Kakihana, 2009;Renkl, 1995;Schommer, Crouse, & Rhodes, 1992), and the reasons for these inconsistent results are quite unclear (Renkl, 1995).…”

Section: Introductionmentioning

confidence: 70%

Does Metacognitive Knowledge About Explanation Moderate the Effect of Explanation Expectancy?

Fukaya

2013

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Prior studies have investigated whether the expectation that one will explain materials promotes text comprehension during learning. Such research, however, has had inconsistent results, which suggests that the effects of explanation expectancy depend on individual difference factors. In the present study, an experiment with 8th-grade students examined whether their metacognitive knowledge about explanation (elaborative explaining orientation) moderated the effects of explanation expectancy on text comprehension. Before studying the text, students in the experimental condition were instructed that they would have to explain the content of the text to another person. All the students then read the text, and answered test questions. Students in the experimental group had low text comprehension scores, but only for students with low orientation to elaborate and organize a passage when explaining. The findings demonstrated that moderating factors including metacognitive knowledge about explanation could cause the inconsistent results of previous research.

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Section: Introductionmentioning

confidence: 70%

Does Metacognitive Knowledge About Explanation Moderate the Effect of Explanation Expectancy?

Fukaya

2013

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Cooperative learning in Japan

Sugie

1995

International Journal of Educational Research

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Effects of explanation expectancy on text comprehension: An experiment and a meta-analysis

Fukaya

2014

The Japanese journal of psychology

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Prior studies have investigated whether the expectation that one will explain learned materials after learning (explanation expectancy) promotes text comprehension. Such researches, however, have had inconsistent results. In Study 1, we examined whether an elaborative explanation orientation, which refers to the belief that it is important to elaborate and organize a passage when explaining, moderated the effect of explanation expectancy. The results showed neither a moderation effect nor an effect of explanation expectancy. This suggests that the effect size of explanation expectancy was not large, so that a single experimental research with limited sample size could not reliably find a positive effect. In Study 2, a meta-analysis was conducted to infer more accurately the influence of explanation expectancy on text comprehension. Based on a sample of 7 reports (n = 289), the results showed that the effect size g for explanation expectancy was 0.51 (95% CI = (0.10, 0.91)). This finding demonstrates that the inconsistent results of previous research could be caused by small sample sizes, and explanation expectancy improves text comprehension.

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The Effects of Teaching Activities of Children

Cited by 5 publications

References 0 publications

Does Metacognitive Knowledge About Explanation Moderate the Effect of Explanation Expectancy?

Does Metacognitive Knowledge About Explanation Moderate the Effect of Explanation Expectancy?

Cooperative learning in Japan

Effects of explanation expectancy on text comprehension: An experiment and a meta-analysis

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