The Effect of Guiding Questions on Students' Performance and Attitude towards Statistics

Autor/inn/en	Bude, Luc; van de Wiel, M. W. J.; Imbos, Tjaart; Berger, Martijn P. F.
Titel	The Effect of Guiding Questions on Students' Performance and Attitude towards Statistics
Quelle	In: British Journal of Educational Psychology, 82 (2012) 2, S.340-359 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/j.2044-8279.2011.02031.x
Schlagwörter	Intervention; Program Effectiveness; Guidance; Teaching Methods; Student Attitudes; Investigations; Questioning Techniques; Correlation; Control Groups; Thinking Skills; Educational Psychology + Suchen Sie Ihr Suchwort? Beratung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Untersuchung; Befragungstechnik; Fragetechnik; Korrelation; Denkfähigkeit; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Background: In this study, the effect of guidance on students' performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self-explanations. Aim: The goal of this study was to investigate the effect of guiding questions on students' understanding of statistics. Sample and Method: In an experimental setting, two randomly selected groups of students (N = 49) answered achievement and transfer questions on statistics as a measure of performance. Students in the intervention condition were given guiding questions to direct their way of reasoning before they answered the achievement questions. The students in the control condition were asked to write down their way of thinking before they answered the same achievement questions. In this way, both groups were stimulated to self-explain, but only the reasoning processes of the students in the intervention condition were guided. Results and Conclusion: It was found that students in the intervention condition performed significantly better on achievement and transfer questions and that this effect of guidance was mediated by self-explanations. Attitude towards statistics was positively related to performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10