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Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment.

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Title: Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment.
Authors: Lim, Stephen Wee Hun (AUTHOR), Wong, Sarah Shi Hui (AUTHOR), Visessuvanapoom, Piyawan (AUTHOR)
Source: Journal of Experimental Education. 2026, Vol. 94 Issue 3, p399-419. 21p.
Subjects: Learning by teaching, Research questions, Scripts, Science education, Field research, Critical thinking, Educational outcomes, Metacognition
Abstract: Generating good questions is central to scientific inquiry. How can we improve this skill in classrooms? This field experiment showed that teaching others enhances students' ability to generate higher-order research questions that create new knowledge. Whereas learning-by-teaching often involves delivering face-to-face or video-recorded lectures, we tested its efficient implementation via writing a verbatim (i.e., word-for-word) teaching script, exactly as how one would orate a lecture. In a research and statistical methods course, 199 undergraduates studied statistical concepts by writing verbatim teaching scripts or study notes. One month later, students' long-term learning was assessed on a high-stakes test, whereby they explained the concepts, applied them to design a study to test a given hypothesis, and generated create-level research questions about the concepts. Writing teaching scripts enhanced students' research question generation and concept application more than writing study notes. The teaching advantage for these higher-order outcomes held although both techniques produced comparably high basic understanding when students explained the concepts at test. Further, students displayed greater generative processing, metacognitive monitoring, and social presence when writing teaching scripts than study notes. Learning-by-teaching can be leveraged in an efficient and inexpensive way via writing verbatim teaching scripts to improve meaningful, durable learning in classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment.
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  Data: <searchLink fieldCode="AR" term="%22Lim%2C+Stephen+Wee+Hun%22">Lim, Stephen Wee Hun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wong%2C+Sarah+Shi+Hui%22">Wong, Sarah Shi Hui</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Visessuvanapoom%2C+Piyawan%22">Visessuvanapoom, Piyawan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2026, Vol. 94 Issue 3, p399-419. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Learning+by+teaching%22">Learning by teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Research+questions%22">Research questions</searchLink><br /><searchLink fieldCode="DE" term="%22Scripts%22">Scripts</searchLink><br /><searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Field+research%22">Field research</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Generating good questions is central to scientific inquiry. How can we improve this skill in classrooms? This field experiment showed that teaching others enhances students' ability to generate higher-order research questions that create new knowledge. Whereas learning-by-teaching often involves delivering face-to-face or video-recorded lectures, we tested its efficient implementation via writing a verbatim (i.e., word-for-word) teaching script, exactly as how one would orate a lecture. In a research and statistical methods course, 199 undergraduates studied statistical concepts by writing verbatim teaching scripts or study notes. One month later, students' long-term learning was assessed on a high-stakes test, whereby they explained the concepts, applied them to design a study to test a given hypothesis, and generated create-level research questions about the concepts. Writing teaching scripts enhanced students' research question generation and concept application more than writing study notes. The teaching advantage for these higher-order outcomes held although both techniques produced comparably high basic understanding when students explained the concepts at test. Further, students displayed greater generative processing, metacognitive monitoring, and social presence when writing teaching scripts than study notes. Learning-by-teaching can be leveraged in an efficient and inexpensive way via writing verbatim teaching scripts to improve meaningful, durable learning in classrooms. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00220973.2024.2364625
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 399
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      – SubjectFull: Learning by teaching
        Type: general
      – SubjectFull: Research questions
        Type: general
      – SubjectFull: Scripts
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Field research
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      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Metacognition
        Type: general
    Titles:
      – TitleFull: Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment.
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            NameFull: Lim, Stephen Wee Hun
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            NameFull: Wong, Sarah Shi Hui
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            NameFull: Visessuvanapoom, Piyawan
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            – D: 01
              M: 07
              Text: 2026
              Type: published
              Y: 2026
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