Statistical evidence for enhanced learning of content through reflective journal writing

Veronica Burrows, B. Mcneill, N. F. Hubele, L. Bellamy

Research output: Contribution to journalArticlepeer-review

37 Scopus citations

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 languageEnglish (US)
Pages (from-to)661-667
Number of pages7
JournalJournal of Engineering Education
Volume90
Issue number4
DOIs
StatePublished - Oct 2001

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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