Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6839794 | Contemporary Educational Psychology | 2016 | 63 Pages |
Abstract
This study examined the effectiveness of two instructional approaches of mind mapping used as a meta-learning strategy to stimulate fifth- and sixth-graders' text-learning strategies and recall performance. Thirty-five fifth- and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated measures design was set up with two experimental conditions and one control condition. Students in the experimental conditions received a 10-week teacher-delivered instructional treatment, working with either researcher-provided or student-generated mind maps. Multilevel piecewise growth analysis was used to examine the evolution in students' cognitive and metacognitive text-learning strategies, and free recall performance. Results show the greatest gains from pre- to posttest and sustained effects from post- to retention test in observable cognitive text-learning strategy use for students in the condition with researcher-provided mind maps. These findings have direct implications for both research and practice. Challenges and facilitating factors for school-based intervention research are discussed.
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
Emmelien Merchie, Hilde Van Keer,