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HOW MUCH IS TOO MUCH? EXPLANATORY TEXT EFFECTS ON CONCEPTUAL LEARNING AND MOTIVATION

Richey, J. Elizabeth (2012) HOW MUCH IS TOO MUCH? EXPLANATORY TEXT EFFECTS ON CONCEPTUAL LEARNING AND MOTIVATION. Master's Thesis, University of Pittsburgh. (Unpublished)

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Abstract

Instructors in every domain face a fundamental challenge in determining when to provide students with explanations and when to allow them to generate their own. Past research examining the effects of providing or withholding explanatory material has provided evidence for the effectiveness of worked examples, a providing approach, as well as self-explanation, a withholding approach. The mechanisms through which these paths promote different kinds of learning remain unclear. Additionally, the role of motivation in determining how students interact with providing or withholding materials has not been investigated, although evidence suggests mastery and performance approach goals will be more important in less structured learning environments. A pair of studies with middle school and university students contrasted learning conditions that received instructional text, worked examples and practice problems on the topic of electricity, with conceptual explanations of problem-solving steps either provided or withheld. Science achievement goals, task goals, and different kinds of knowledge outcomes were measured. Results suggest that providing conceptual explanations during problem solving has a detrimental effect on conceptual learning and offers no benefit to problem-solving skills. Additionally, results suggest that achievement goals and task goals may play a reduced role in facilitating learning when explanations are provided. These results suggest that providing more structured learning materials may disrupt learning and diminish the benefits of motivation.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Richey, J. Elizabethjes1235@pitt.eduJES1235
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairNokes-Malach, Timothy J.nokes@pitt.eduNOKES
Committee MemberSchunn, Christianschunn@pitt.eduSCHUNN
Committee MemberCrowley, Kevincrowleyk@pitt.eduCROWLEYK
Date: 31 January 2012
Date Type: Publication
Defense Date: 5 April 2011
Approval Date: 31 January 2012
Submission Date: 5 December 2011
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 64
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: Achievement goals, assistance, explanation, structure, desirable difficulty.
Date Deposited: 31 Jan 2012 12:52
Last Modified: 15 Nov 2016 13:55
URI: http://d-scholarship.pitt.edu/id/eprint/10667

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