Instruction Increases Diagrammatic Reasoning Through Behavioral Engagement

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

In a previous study, teaching students about conventions of diagrams (COD) was shown to improve diagrammatic reasoning. In this study we examined student work during diagram instruction to investigate possible mechanisms. The results show that the diagram questions were more difficult than the control questions and yet the COD students gave more accurate answers than the control students. Furthermore, when accuracy on the workbooks was accounted for, there was no longer a significant effect for the treatment, suggesting that engagement and not just time is responsible for gains. It is hypothesized that one of the mechanisms by which COD instruction improves diagrammatic reasoning is by increasing behavioral engagement.

Authors

• Brian William Miller, Towson University

• Jonathan Ross Hart, Flemington-Raritan School District

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Nora Newcombe, Temple University