Does Metacognitive Knowledge About Explanation Moderate the Effect of Explanation Expectancy?

Fukaya, Tatsushi

doi:10.2117/psysoc.2013.246

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…A total of 28 studies met the inclusion criteria and were included in the meta‐analyses. Of the 28 studies, 24 studies focused on samples of 18 years and older (e.g., college students, graduate students, young adults), including Chinese learners of Japanese (Xu, , ; Xu & Matsumi, ), and four studies used samples from the elementary school level (Muis et al, ) and the secondary school level (Ehly et al, ; Fukaya, ; Hoogerheide, Loyens, & van Gog, , Experiment 1). These studies included 28 group comparisons (1,283 participants who completed an immediate or delayed test) for a preparing‐to‐teach group versus a control group (see Table ) and 16 group comparisons (751 participants who completed an immediate or delayed test) for teaching with preparing‐to‐teach group versus a control group (see Table ).…”

Section: Resultsmentioning

confidence: 99%

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Kobayashi

2018

Jpn Psychol Res

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The present research meta-analytically examined the effects of preparingto-teach and subsequent teaching (relative to mere studying without teaching expectancy) on the acquisition of domain knowledge. The synthesis of 28 studies indicated that the estimated effect sizes (Hedges' gs) were 0.35 for preparing-to-teach and 0.56 for teaching with preparing-to-teach. Both preparing-to-teach and teaching with preparing-to-teach were effective in promoting deep learning (as well as surface learning) and even after a delay. The learning benefits of teaching with preparing-toteach were larger when students expected and engaged in an interactive teaching activity than when they expected and engaged in a non-interactive teaching activity. The mere expectation of interactive teaching also produced larger learning effects than the expectation of non-interactive teaching. These results suggest that preparing-to-teach and teaching, interactive teaching after preparing to do so in particular, are useful for enhancing learning.

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Section: Resultsmentioning

confidence: 99%

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Kobayashi

2018

Jpn Psychol Res

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Effects of explanation expectancy on text comprehension: An experiment and a meta-analysis

Fukaya

2014

The Japanese journal of psychology

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Prior studies have investigated whether the expectation that one will explain learned materials after learning (explanation expectancy) promotes text comprehension. Such researches, however, have had inconsistent results. In Study 1, we examined whether an elaborative explanation orientation, which refers to the belief that it is important to elaborate and organize a passage when explaining, moderated the effect of explanation expectancy. The results showed neither a moderation effect nor an effect of explanation expectancy. This suggests that the effect size of explanation expectancy was not large, so that a single experimental research with limited sample size could not reliably find a positive effect. In Study 2, a meta-analysis was conducted to infer more accurately the influence of explanation expectancy on text comprehension. Based on a sample of 7 reports (n = 289), the results showed that the effect size g for explanation expectancy was 0.51 (95% CI = (0.10, 0.91)). This finding demonstrates that the inconsistent results of previous research could be caused by small sample sizes, and explanation expectancy improves text comprehension.

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Why is Learning by Teaching Other Students Effective?

Kobayashi

2020

Kyoiku shinrigaku kenkyu

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Does Metacognitive Knowledge About Explanation Moderate the Effect of Explanation Expectancy?

Cited by 3 publications

References 33 publications

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Effects of explanation expectancy on text comprehension: An experiment and a meta-analysis

Why is Learning by Teaching Other Students Effective?

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