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)|
|Number of pages||7|
|Journal||Journal of Engineering Education|
|State||Published - Oct 2001|
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