The impact of elaborative interrogation training on academic achievement and metacognitive awareness
Abstract
The use of elaborative interrogation, a metacognitive strategy, has been shown to increase student performance on a variety of different learning tasks. The purpose of this study was to determine the effectiveness of elaborative interrogation training on high school student performance on the Preliminary Scholastic Aptitude Test (PSAT) critical reading passages. There were three conditions; students in two of the conditions were taught elaborative interrogation and guided to implement the strategy within the passages (Condition 1) or at the end of the passages (Condition 2). Students in the third condition were asked to employ the rereading strategy, and served as a comparison group. No statistically significant differences were detected by condition on the PSAT critical reading passages. There were also no statistically significant differences by condition on participants' level of metacognitive awareness. Implications for future research are discussed.
Subject Area
Secondary education|Cognitive psychology|Curriculum development
Recommended Citation
Turco, Samantha Rosemary, "The impact of elaborative interrogation training on academic achievement and metacognitive awareness" (2015). ETD Collection for Fordham University. AAI3703289.
https://research.library.fordham.edu/dissertations/AAI3703289
