This study compares the effect of the learning strategies generating predictions and passive learning on learning number facts, with the between group factor of order of training and covariates of...Show moreThis study compares the effect of the learning strategies generating predictions and passive learning on learning number facts, with the between group factor of order of training and covariates of executive function and critical thinking skills. Participants took part in a training session, learning 35 number facts by passive learning and another 35 by generating predictions. Half the participants started with passive learning; the other half started with making predictions. After a distractor task, in the form of a self-evaluation questionnaire on executive function, curiosity, and critical thinking skills, participants were tested on how many number facts they remembered correctly. There was an overall significant result of learning strategy, with participants scoring higher when learning from making predictions. Also, a significant interaction result was found for order of training and learning strategy, pointing to a possible carry-over effect for the participants starting the training with generating predictions. The covariates of critical thinking and executive function showed no significant interaction with the learning strategies. These results possibly point to the potential benefit learning from making predictions when learning number facts could have for all students, regardless of individual characteristics.Show less
