Hübner, S., Nückles, M., & Renkl, A. (2010). Learning and Instruction, 20(1), 18–29. Retrieved from: https://eric.ed.gov/?id=EJ863671
Reviewed: January 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Metacognition |
Learning journals and informed prompting—Hübner et al. (2010) vs. Business as usual |
7 Days |
Informed Prompting Intervention group vs. control;
|
2.28 |
1.76 |
No |
-- |
This study included students from different secondary schools in Germany.
Mean age of 17.62, about one-third male.
The intervention condition took place in session 1 (the "training" session) that lasted 2 hours, at the end of which a post-test was administered. Students in all conditions were first introduced to learning journals, and students in the prompting condition then watched a PowerPoint presentation on the effectiveness of declarative knowledge and conditional knowledge strategies. The students in the example condition watched a PowerPoint presentation that reviewed an exemplary learning journal, and students were required to answer questions confirming their understanding of the content. The prompting and example group viewed both PowerPoint presentations. After this, all students viewed a lecture during which they were not permitted to take notes. After the lecture, students were given 30 minutes to write in their learning journals, after which there were provided with instructional text on the topic covered in the video. They were then able to update their journals. Finally, students were tested on their comprehension of the material. One week later students attended session 2 (the "transfer" session), in which all groups received the same instruction, watched another video, again wrote in the learning journals, and in which another posttest was administered.
The comparison group received the same general instructions and prompts provided in all experimental conditions, but no additional instruction.
PowerPoint presentations and video lectures were used; no other support was provided.
Reviewed: June 2017
Teaching Secondary Students to Write Effectively Practice Guide
(findings for Secondary Writing)
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Metacognition |
Secondary Writing vs. Business as usual |
7 Days |
Learning Journal Example intervention group vs. Control group;
|
2.88 |
1.76 |
No |
-- |
Characteristics of study sample as reported by study author.
This study included students from different secondary schools in Germany.
Mean age of 17.62, about one-third male.
The intervention condition took place in session 1 (the "training" session) that lasted 2 hours, at the end of which a post-test was administered. Students in all conditions were first introduced to learning journals, and students in the prompting condition then watched a PowerPoint presentation on the effectiveness of declarative knowledge and conditional knowledge strategies. The students in the example condition watched a PowerPoint presentation that reviewed an exemplary learning journal, and students were required to answer questions confirming their understanding of the content. The prompting and example group viewed both PowerPoint presentations. After this, all students viewed a lecture during which they were not permitted to take notes. After the lecture, students were given 30 minutes to write in their learning journals, after which there were provided with instructional text on the topic covered in the video. They were then able to update their journals. Finally, students were tested on their comprehension of the material. One week later students attended session 2 (the "transfer" session), in which all groups received the same instruction, watched another video, again wrote in the learning journals, and in which another posttest was administered.
The comparison group received the same general instructions and prompts provided in all experimental conditions, but no additional instruction.
PowerPoint presentations and video lectures were used; no other support was provided.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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