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Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing
Author(s) -
Burrows V. A.,
McNeill B.,
Hubele N. F.,
Bellamy L.
Publication year - 2001
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2001.tb00657.x
Subject(s) - reading (process) , psychology , statistical analysis , test (biology) , mathematics education , statistical hypothesis testing , content (measure theory) , pedagogy , statistics , mathematics , linguistics , paleontology , mathematical analysis , philosophy , biology
We present statistical evidence that when students voluntarily write reflective “journal entry” essays on assigned reading, their performance on multiple‐choice quizzes on the reading is improved compared to students who do not complete such essays. A Smirnov non‐parametric test and a pair‐wise comparison analysis were used to establish the validity of the hypotheses.