Elaborative interrogation
Overview
- Influence: Elaborative interrogation
- Domain: Student Learning Strategies
- Sub-Domain: Meta-cognitive/self-regulated learning
- Potential to Accelerate Student Achievement: Potential to accelerate
- Influence Definition: These strategies enable learners to commit information and skills to memory. The student reads the fact-to-be-remembered and generates an explanation for it, using questions like Why? and How? to understand the meaning of the information. In combination, practices of elaboration (such as note-taking or forming questions about course material) are often combined with practices of organization (such as outlining or information mapping).
Evidence
- Number of meta-analyses: 1
- Number of studies: 24
- Number of students: 15,450
- Number of effects: 164
- Weighted mean effect size: 0.42
- Robustness index: 2
Meta-Analyses
| Journal Title | Author | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size | |
|---|---|---|---|---|---|---|---|---|---|
| Nature: Science of Learning | Hattie & Donoghue | Learning strategies: A synthesis and conceptual model | 2016 | Elaborative Interrogation | 24 | 15,450 | 164 | 0.42 | |
| TOTAL/AVERAGE | 24 | 15,450 | 164 | 0.42 | |||||