Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM)

By Jimmie Leppink, Nick J. Broers, T. Imbos, C. V. D. van der Vleuten, Martijn P. F. Berger. 2011

80 citations recorded by the source corpus.

The method of propositional manipulation (MPM) aims to help students develop conceptual understanding of statistics by guiding them into self-explaining propositions. To explore task-and student-related factors influencing students' ability to learn from MPM, twenty undergraduate students performed six learning tasks while thinking aloud. The results indicate that whether students learn from MPM depends on their statistics proficiency level, the subject matter, the number of propositions in the learning task, and the instructions. MPM learning tasks should be tailored to the students' level of expertise and students should be instructed more than once to integrate all propositions in the learning task into their arguments.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6ee9612cf73785e51ba022aabcd718c5c9c319ef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

  1. Fred Paas
  2. J. V. van Merriënboer
  3. Tamara van Gog
  4. Jimmie Leppink
  5. C. V. D. van der Vleuten
  6. John Sweller
  7. Paul A. Kirschner
  8. Paul Ayres

In Experimental and Cognitive Psychology

  1. Fred Paas
  2. Tamara van Gog
  3. J. V. van Merriënboer
  4. John Sweller
  5. C. V. D. van der Vleuten
  6. Jimmie Leppink
  7. Paul A. Kirschner
  8. Paul Ayres

In Statistics and Probability

  1. J. V. van Merriënboer
  2. Jimmie Leppink
  3. Fred Paas
  4. Tamara van Gog

Citations in the corpus