Strategy to integrate with prior knowledge
Overview
- Influence: Strategy to integrate with prior knowledge
- Domain: Student Learning Strategies
- Sub-Domain: Learning strategies
- Potential to Accelerate Student Achievement: Potential to considerably accelerate
- Influence Definition: The argument is that readers who establish more connections between a text and their prior knowledge produce stronger situation models, or cognitive maps of a given state of affairs. This situation model, in turn, is aimed to improve comprehension and recall.
Evidence
- Number of meta-analyses: 1
- Number of studies: 10
- Number of students: 0
- Number of effects: 12
- Effect size: 0.93
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 |
|---|---|---|---|---|---|---|---|---|---|
| Asia Pacific Education Review | Kim et al. | Effects of cognitive learning strategies for Korean learners: A meta-analysis | 2008 | Strategy to integrate with prior knowledge | 10 | 0 | 12 | 0.93 | |
| TOTAL/AVERAGE | 10 | 0 | 12 | 0.93 | |||||
Confidence
The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:
-
Number of Meta-analyses
- 1 = 1
- 2 = 2–3
- 3 = 4–6
- 4 = 7–9
- 5 = 10+
-
Number of Studies
- 1 = 1–10
- 2 = 11–50
- 3 = 51–200
- 4 = 201–400
- 5 = 400+
-
Number of Students
- 1 = 1–2,500
- 2 = 2,501–10,000
- 3 = 10,000–20,000
- 4 = 20,000–100,000
- 5 = 100,001+
-
Number of Effects
- 1 = 1–100
- 2 = 101–300
- 3 = 301–600
- 4 = 601–1,200
- 5 = 1,200+
| Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
|---|---|---|---|---|---|
| Confidence Factor | 1 | 1 | 1 | 1 | 1 |