Effects of self-explanation as a metacognitive strategy for solving mathematical word problems 1

Hidetsugu Tajika, Narao Nakatsu, Hironari Nozaki, Ewald Neumann, Shunichi Maruno

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)222-233
Number of pages12
JournalJapanese Psychological Research
Volume49
Issue number3
DOIs
Publication statusPublished - Sep 2007

All Science Journal Classification (ASJC) codes

  • Psychology(all)

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