Self-Explanation of an Answer Choice Is Beneficial to Student Performance

My name isDarcey N. Powell from West Virginia Universityand I presented my research at the APS 23rd Annual Convention in Washington DC.

Requiring students to explain their answers to multiple-choice homework questions improved their performance on the assignment, suggesting that these explanations facilitate a deeper understanding of the concepts. Female students scored higher than male students, but explanations were only associated with significantly higher scores for the male students.

Teaching Institute Poster Session – Board: – 049
Thursday, May 26, 2011, 11:30 AM – 12:30 PM

Darcey N. Powell
West Virginia University

Kaitlyn Ferris
West Virginia University

Aaron Metzger
West Virginia University

Katherine Karraker
West Virginia University

APS regularly opens certain online articles for discussion on our website. Effective February 2021, you must be a logged-in APS member to post comments. By posting a comment, you agree to our Community Guidelines and the display of your profile information, including your name and affiliation. Any opinions, findings, conclusions, or recommendations present in article comments are those of the writers and do not necessarily reflect the views of APS or the article’s author. For more information, please see our Community Guidelines.

Please login with your APS account to comment.