self_explain_time: Two Way Design - Self Explain Time
In gitrman/itns: Datasets from the book Introduction to the New Statistics

Description Usage Format Details Source References

An example dataset used in Chapter 15 of the book Introduction to the New Statistics.

1	self_explain_time

A data frame with 138 rows and 5 variables:

id: Participant ID
condition: Between groups factor with 3 levels
grade: Grade level of child
time: Within groups factor with 2 levels - pre and post
knowledge: Score on conceptual knowledge test

Self-explaining is a study strategy where students explain material to themselves as they learn. McEldoon, Durkin & Rittle-Johnson (2013) examined the benefits of self-explaining for grade school students learning math. Students first took a pre-test for conceptual knowledge, then studied, then took a post-test for conceptual knowledge. Some students were randomly assigned to normal study, others to self-explain. However, self-explaining takes longer than traditional study, so a third set of children completed regular study + additional practice.

Data from all 3 conditions is provided here, graciously shared by the authors. The scores are the percentage correct on each phase of testing. There were additional measures made in this study that are not in this simplified data set.

McEldoon, K. L., Durkin, K. L., & Rittle-Johnson, B. (2013). Is self-explanation worth the time? A comparison to additional practice. The British Journal of Educational Psychology, 83, 615-632. http://doi.org/10.1111/j.2044-8279.2012.02083.x

Cumming, G., & Calin-Jageman, R. (2017). Introduction to the New Statistics. New York; Routledge.

gitrman/itns documentation built on May 17, 2019, 5:29 a.m.