Effects of Regulatory Self–Questioning on Secondary–Level Students’ Problem–Solving Performance

Abstract

A randomized posttest–only control group experimental design was used to determine the effects of regulatory self–questioning on secondary–level career and technical education students’ electrical circuit theory test scores. Students who participated in the self–questioning group were asked to answer a list of regulatory questions as they solved their problems. The difference in test scores between the experimental and control groups was statistically significant (t(62) = 1.96; p = .027). On average, students who participated in the self–questioning group outperformed students in the control group by 10 percentage points. Cohen’s d indicated a moderate effect size (0.5). In the control group, 53% of students achieved a test score of 80% or better on the Ohm’s Law test, whereas 79% of students in the regulatory self–questioning group scored 80% or better. The use of regulatory self–questioning may positively benefit teachers who teach principles of Ohm’s Law. Educators could assist students in achieving greater problem–solving outcomes by requiring use of regulatory self–questioning. This study should be replicated to determine the effects of regulatory self–questioning with other secondary–level students. Further research should be conducted to investigate the effects of regulatory self–questioning when students are faced with increasingly complex problems.