Contemporary Educational Psychology ( IF 10.3 ) Pub Date : 2021-01-28 , DOI: 10.1016/j.cedpsych.2021.101946 Amélie Rogiers , Emmelien Merchie , Hilde Van Keer
This study examined the effectiveness of explicit strategy instruction (ESI) to foster seventh-grade secondary school students’ text-learning strategy use and text-learning performance. A large-scale experiment in an authentic educational setting with a switching replication design, with two groups and three measurement occasions was set up, in which 689 students followed an eight-lesson teacher-delivered ESI-program. Multilevel piecewise growth analysis was used to examine the short- and long-term evolution in students’ text-learning performance and their self-reported and observed text-learning strategy use. The results show that students’ text-learning performance and strategy use improved significantly after the intervention. However, this improvement declined two months after the intervention. The present study demonstrates that ESI is a promising approach to improve secondary school students' text learning.
中文翻译:
从中学信息课本启发学习:转换复制设计研究
这项研究检验了显式策略指导(ESI)促进七年级中学生的文本学习策略使用和文本学习成绩的有效性。建立了一个真实的教育环境中的大规模实验,该实验采用切换复制设计,分为两组和三个测量场合,其中689名学生遵循了由八堂课老师提供的ESI程序。多级分段增长分析用于检验学生的文本学习成绩的短期和长期发展以及他们自我报告和观察到的文本学习策略的使用。结果表明,干预后学生的文本学习成绩和策略运用得到明显改善。但是,干预后两个月,这种改善下降了。