Why Lower-Performing Students Engage and Do Not Engage Elaborative Interrogation After Intervention

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

Elaborative interrogation (EI) is a cognitive learning strategy in which students ask themselves “how” or “why” questions (Sperling et al., 2016) when presented a fact or when reading an expository passage. This mixed-methods study evaluated the effects of a learning-strategy intervention designed to teach EI to lower-performing university biology students (n=117). Daily diary data indicated that students did not engage EI more often after the intervention compared to before. Focus-group interviews revealed students used EI to further their understanding of course content, because they were influenced by their instructor, and when they were faced with an application or transfer task. Additional results and implications are presented within.

Authors

• Joseph C Tise, Texas A&M University

• Rayne A. Sperling, The Pennsylvania State University

• Michael S Dann, The Pennsylvania State University