Literaturnachweis - Detailanzeige
| Autor/inn/en | Ponce, Héctor R.; Mayer, Richard E.; Méndez, Ester E. |
|---|---|
| Titel | Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis |
| Quelle | In: Educational Psychology Review, 34 (2022) 2, S.989-1024 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-726X |
| DOI | 10.1007/s10648-021-09654-1 |
| Schlagwörter | Teaching Methods; Meta Analysis; Learning Strategies; Reading Comprehension; Memory; College Students; Elementary School Students; Secondary School Students |
| Abstract | The present study examines the existing published research about the effectiveness of learner-generated highlighting and instructor-provided highlighting on learning from text. A meta-analysis was conducted of scientifically rigorous experiments comparing the learning outcomes (i.e., performance on memory and/or comprehension tests) of students (i.e., college students and/or K-12 students) who read an academic text with or without being asked to highlight important material (i.e., with or without learner-generated highlighting) or who read an academic text with or without the important material already being highlighted (i.e., with or without instructor-provided highlighting). We found 36 published articles that met these criteria ranging from the years 1938 to 2019, which generated 85 effect sizes. The results showed that learner-generated highlighting improved memory but not comprehension, with average effect sizes of 0.36 and 0.20, respectively; and instructor-provided highlighting improved both memory and comprehension, both with an average effect size of 0.44. Learner-generated highlighting improved learning for college students but not for school students, with average effect sizes of 0.39 and 0.24, respectively; and instructor-provided highlighting improved learning for both college and school students, with average effect sizes of 0.41 and 0.48, respectively. We discuss the theoretical and practical implications of these findings. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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