An Experimental Comparison of the Effects of Focused Freewriting and Other Study Strategies on Lecture Comprehension

Abstract

In a 2 × 4 factorial design, the immediate and delayed effects of focused freewriting on lecture comprehension were examined and contrasted with the following conditions: focused thought, outlining, and math problem solving (control). The immediate effect of a focused freewriting exercise was increased lecture comprehension, which was equivalent to that observed in the focused-thought condition and superior to comprehension in the outlining and math problem-solving conditions. In contrast, on a 1-week delayed comprehension test, performance of the focused-freewriting subjects was below that of the focused-thought group and similar to that of the outlining and math problem-solving groups. Some advantages of focused freewriting as an instructional technique for enhancing students' writing skills and comprehension of course content are discussed. Several hypotheses concerning the optimal circumstances for obtaining beneficial, long-term effects of focused freewriting are advanced.