NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
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.
James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
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