Self-study followed by discussion enhances learning for high school students
Bibliographic Data
| ID | 21335945 |
|---|---|
| Authors | Jaeseo Lim (0000-0003-0978-9098, Jeonju University, corresponding author), Jooyong Park (0000-0002-5113-5111, Seoul National University) |
| Year | 2026 |
| Volume | 54 |
| Issue | 2 |
| Publication date | 2026-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-026-09801-7 |
| OpenAlex | W7164396250 |
| Language | EN |
| References cited | 37 |
A recent study by Lim and Park (2023) compared specific combinations of learning activities in higher education. They found that self-study followed by discussion led to better retention and transfer outcomes than more conventional approaches, such as starting with a lecture. In this study, we sought to replicate and extend these findings for high school students. Two experimental conditions were compared: discussion preceded by lecture and discussion preceded by self-study. The results showed that the self-study group outperformed the lecture group in both immediate and long-term retention and transfer tests. To gain a better understanding of our findings, we analyzed students’ dialogue during discussion. The results indicated that students in the self-study group engaged in more substantive dialogue compared to those in the lecture group. Furthermore, students in the self-study condition achieved higher post-test scores than those in the lecture condition, and this effect was mediated by the number of substantive comments during discussion. These findings demonstrate that the self-study and discussion model promotes effective learning not only for college students but also for high school students. Thus, this study extends the applicability of this model as a viable alternative to traditional lecture-based approaches
Educational psychology · Experiential learning · Higher education · Replicate · Transfer of learning · Treatment and control groups · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Memory Processes and Influences
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| Highly cited | No |
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