The Effects of Embedded Monitoring and Regulating Devices on the Achievement of High School Students Learning Science From Text

Learning from text with embedded monitoring (questions) and regulating (prescriptive feedback) adjuncts was examined relative to pretest, posttest, and retention science achievement, time-on-task, and efficiency (learning or retention gains per time-on-task). Grade nine students (n = 125) with varying degrees of prior knowledge were randomly assigned to one offive treatments that varied along a question-feedback dimension. A significant (p < 0.05) treatment effect was found for time-on-task. The treatments with embedded questions and general or specific regulating actions promoted or demanded significantly more time than the read-only treatment. No other significant treatment effects, prior knowledge effects, or treatment-by-prior knowledge interactions were found.

[1]  K. Geisinger.  The Metamorphosis to Test Validation , 1992 .

[2]  Larry D. Yore,et al.  Reading in science: Developing an operational conception to guide instruction , 1991 .

[3]  R. Marx,et al.  Learning from Academic Tasks , 1988, The Elementary School Journal.

[4]  William G. Holliday,et al.  How Can Comprehension Adjunct Questions Focus Students' Attention and Enhance Concept Learning of a Computer-Animated Science Lesson?. , 1992 .

[5]  W. Carlsen.  Questioning in Classrooms: A Sociolinguistic Perspective , 1991 .

[6]  S. Carey.  Cognitive science and science education. , 1986 .

[7]  Michael Pressley,et al.  Self-Regulated Learning: Monitoring Learning From Text , 1990 .

[8]  Daniel P. Shepardson,et al.  Questioning levels of junior high school science textbooks and their implications for learning textual information , 1991 .

[9]  B. Zimmerman.  Self-Regulated Learning and Academic Achievement: An Overview , 1990 .

[10]  J. Shymansky,et al.  Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors , 1991 .

[11]  L. Yore.  Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks , 1991 .

[12]  John B. Willett,et al.  What high school biology teachers say about their textbook use: A descriptive study , 1995 .

[13]  William C. Kyle,et al.  Textbook use and the biology education desired state , 1992 .

[14]  Michael Pressley,et al.  Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions. , 1987 .

[15]  W. Holliday,et al.  Enhancing Learning Using Questions Adjunct to Science Charts. , 1991 .

[16]  Pierce Farragher,et al.  Learning environmental science from text aided by a diagnostic and prescriptive instructional strategy , 1986 .

[17]  R. Osborne,et al.  Learning science: A generative process , 1983 .