Elaborative interrogation
Overview
- Influence: Elaborative interrogation
- Domain: Student Learning Strategies
- Sub-Domain: Meta-cognitive/self-regulated learning
- Potential to Accelerate Student Achievement: Potential to considerably 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: 2
- Number of studies: 304
- Number of students: 2,138
- Number of effects: 304
- Weighted mean effect size: 0.59
- Robustness index: 3
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Educational Research Review | Donker, de Boer, Kostons, van Ewijk, & Van der Werf | Netherlands | Effectiveness of learning strategy instruction on academic performance: A meta-analysis | 2014 | Elaboration | 50 | 0 | 50 | 0.75 |
| Nature: Science of Learning | Hattie & Donoghue | Australia | Learning strategies: A synthesis and conceptual model | 2016 | Elaborative Interrogation | 254 | 2,138 | 254 | 0.56 |
| TOTAL/AVERAGE | 304 | 2,138 | 304 | 0.66 | |||||