Statistical evidence for enhanced learning of content through reflective journal writing

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

Research output: Contribution to journalArticle

33 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
StatePublished - Oct 2001

    Fingerprint

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

Burrows, V., Mcneill, B., Hubele, N. F., & Bellamy, L. (2001). Statistical evidence for enhanced learning of content through reflective journal writing. Journal of Engineering Education, 90(4), 661-667.