Research Article
The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing
Table 2
Means and standard deviations (in parentheses) of the pretest, quality of learning strategies, and posttest scores in the two phases of the study.
| | Classroom B | Classroom A | | First phase: Prompts + solved example problems | Second phase: Prompts | First phase: Prompts | Second phase: Prompts + solved example problems |
| Prior knowledge | | | | | Pretest | 2.63 (0.59) | 2.88 (0.55) | Quality of learning strategies | | | | | Cognitive strategies | 3.12 (0.55) | 2.57 (0.49) | 2.76 (0.61) | 2.52 (0.50) | Metacognitive strategies | 2.06 (0.98) | 1.85 (0.66) | 1.35 (0.47) | 1.60 (0.70) | Learning outcomes | | | | | Procedural knowledge | 2.76 (0.67) | 2.88 (0.62) | 2.92 (0.54) | 3.15 (0.62) | Conceptual knowledge | 2.98 (0.60) | 3.02 (0.42) | 2.87 (0.53) | 2.77 (0.50) |
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