Effects of Regulatory Self-Questioning on Secondary-Level Students' Problem-Solving Performance

Autor/inn/en	Pate, Michael L.; Miller, Greg
Titel	Effects of Regulatory Self-Questioning on Secondary-Level Students' Problem-Solving Performance
Quelle	In: Journal of Agricultural Education, 52 (2011) 1, S.72-84 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.01072
Schlagwörter	Metacognition; Control Groups; Research Design; Problem Solving; Scores; Pretests Posttests; Vocational Education; Experimental Groups; Effect Size; Secondary School Students; Energy + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Forschungsdesign; Problemlösen; Ausbildung; Berufsbildung; Sekundarschüler; Energie
Abstract	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.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10