72 5th- and 6th-grade students were randomly assigned to 1 of 6 classes using a factorial assignment of ability level crossed with attitude. Each class was taught a 2-day unit on probability, using the direct instruction model. Ss were videotaped during the lesson and afterward were interviewed about their thought processes using a stimulated-recall procedure. Independent of ability, Ss' reports of their understanding of the lesson were significantly related to achievement. Also, Ss who reported using specific cognitive strategies, such as relating the information being taught to prior knowledge, did better on the achievement test than those who did not report such strategies. (26 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- aptitude & cognitive strategies during instruction, achievement, 5th-6th graders
ASJC Scopus subject areas
- Developmental and Educational Psychology