Constructivist or expository instructional approaches: Does instruction have an effect on the accuracy of Judgment of Learning (JOL)?
Year: 2007
Type: article
Abstract: This study extrapolated from Liberman's (2004) calibration model and Kimball and Metcalfe's (2003) conceptualization in order to evaluate students' judgment of learning (JOL) of material presented in either an expository or a constructivist format.The purpose of this study was to determine if students have differing degrees of JOL based on the format of the instruction, and if JOL is related at all to the level of knowledge obtained.According to the results of this study, there was no significant difference between the test scores for the students in the traditionally taught lesson (expository approach) and the classes which utilized the team taught discovery approach.Additionally, there was no significant difference between the two groups concerning their judgment of learning.
Authors: Ellen Sigler, Julie Saam
Institution: Indiana University Kokomo
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1495618994