Effects of Learner-Generated Drawing Strategy on Reading a Science Text: A Meta-Analysis

• In Event: Poster Session 3
  In Poster Session: Students' Learning Strategies and Interventions

Abstract

The review examines the effectiveness of learner-generated drawing strategy on reading a science text. 13 studies of about 1,150 participants were included in this meta-analysis. Finding indicated that the learner-generated drawing strategy produced a positive and moderate effect size (ES = .41) compared to other methods which do not include drawings generated by learners. The effect size on transfer measures (.63) was larger than the effect size on retention measures (.34), indicating the learner-generated drawing strategy may have more benefit on improving higher-order thinking skills. The difference between supported (ES = .38) and unsupported drawing conditions (ES = .43) was not significant. Scientific and scholarly significance of the study was discussed.

Authors

• Sungyoon Lee, Middle Tennessee State University

• Donghyun Kang, Texas A&M University