Abstract
We present statistical evidence that when students voluntarily write reflective "journal entry" essays on assigned reading, their performance on multiple-choice quizzes on the reading is improved compared to students who do not complete such essays. A Smirnov non-parametric test and a pair-wise comparison analysis were used to establish the validity of the hypotheses.
Original language | English (US) |
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Pages (from-to) | 661-667 |
Number of pages | 7 |
Journal | Journal of Engineering Education |
Volume | 90 |
Issue number | 4 |
DOIs | |
State | Published - Oct 2001 |
ASJC Scopus subject areas
- Education
- General Engineering