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The Effect of Adjunct Post-Questions, Metacognitive Process Prompts, Cognitive Feedback and Training in Facilitating Student Achievement from Semantic Maps
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Yamashiro, Kelly Ann C.; Dwyer, Francis – International Journal of Instructional Media, 2006
The purpose of this study was to examine the instructional effectiveness of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in complementing semantic maps. Two hundred seventy Taiwanese subjects were randomly assigned to eight treatments. After interacting with their respective treatments each completed three…
Descriptors: Semantics, Visual Aids, Educational Objectives, Feedback