This study examined how a metacognitive strategy known as self-explanation influences word problem solving in elementary school children. Participants were 79 sixth-graders. They were assigned to one of three groups: the self-explanation group, the self-learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self-explanation group outperformed students in the other two groups on both the ratio word problem test and on the transfer test. In addition, high explainers who generated more self-explanations relating to deep understanding of worked-out examples outperformed low explainers on both ratio word problem and transfer tests. The self-explanation effect is discussed.
All Science Journal Classification (ASJC) codes