ERIC Number: EJ1346603
Record Type: Journal
Publication Date: 2022-Jul
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1323-577X
EISSN: EISSN-2201-0599
The Effect of Answering Pre-Questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction
Shinogaya, Keita
Educational Practice and Theory, v44 n1 p41-59 Jul 2022
This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental groups: the answering pre-questions group, the rating confidence group, and the answering and rating confidence group. The results showed that answering pre-questions enabled students to integrate information in classroom lessons, while the rating confidence directed students' attention to information in classroom lessons related to pre-questions. This study also revealed that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed.
Descriptors: Middle School Students, Self Esteem, Beliefs, Student Attitudes, Learning Strategies, History Instruction, Grade 8, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A