The role of metacognitive skills in learning to solve problems

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6.3.2.1 Effects of learning and condition
In order to test the hypotheses, an analysis of variance by means of
a General Linear Model (GLM) with repeated measures was performed.
Dependent variables were the pre- and post-test measurements of the
knowledge tests. The independent variable was condition (no-model
versus model). A MANOVA was used to analyse of the transfer scores.
In table 6.7 descriptive statistics such as mean score on the knowledge
tests are shown including standard deviation and number of students
who have taken the test. Concerning within-subject effects, main effects
for the acquisition of declarative knowledge (F= 72.13, p < 0.01), KM
model-specific procedural knowledge (F = 32.71, p < 0.01) and general
procedural knowledge (F = 14.21 p < 0.01) exists. Students acquire
declarative and procedural knowledge from pre- to post-test.
Pre-test Post-test
Declarative .51 .11 46 .62 .10 46
Procedural .49 .13 46 .62 .09 46
General procedural .51 .13 46 .59 .09 46
Specific procedural .48 .16 46 .63 .13 46
Transfer .70 .08 46
Table 6.7. Mean, standard deviation and number of participants for the pre- and
post-test measurements of declarative, KM model-specific procedural and general
procedural knowledge and transfer test measured in proportion of correct answers.
No − model
Model
Pre-test Post-test Pre-test Post-test
Declarative .51 .13 23 .64 .11 23 .50 .10 23 .61 .10 23
Specific procedural .44 .16 23 .56 .12 23 .52 .16 23 .70 .11 23
General procedural .49 .12 23 .59 .10 23 .53 .14 23 .59 .10 23
Transfer - .69 .09 23 - .71 .07 23
Table 6.8. Mean, standard deviation and number of participants for the pre- and
post-test scores on declarative, general procedural knowledge and the transfer test for
both conditions measured in proportion of correct answers.
In table 6.8, students in the no-model condition are compared to students
in the model condition concerning all tests. No (within-subject)