A Meta-Analysis of the Effects of Highlighting or Underlining While Studying

• In Event: Poster Session 2
  In Poster Session: Using, Integrating, and Evaluating Information

Abstract

This meta-analysis complements and extends a recent interpretive review of the effects on learning of highlighting or underlining while studying (Dunlosky, Rawson, Marsh, Nathan and Willingham, 2013). We identified 24 published studies generating 28 experimental contrasts providing sufficient information to calculate an effect size. A rigorous process for coding these reports was applied to classify and examine the effects of moderator variables which are of value to theory and learning practices. Highlighting or underlining improves learning operationalized as recall or comprehension but has no differential effects on those outcomes. Training learners how to highlight boosts learning. Contrary to common belief, studying material with pre-existing highlights does not reduce achievement.

Authors

• Kiran Bisra, Simon Fraser University

• Zahia Marzouk, Simon Fraser University

• Sheryl Guloy, Simon Fraser University

• Philip H. Winne, Simon Fraser University