Emmanuel Manalo - Profile on Academia.edu (original) (raw)
Papers by Emmanuel Manalo
Psychologia, 2006
The topic of student learning has traditionally been an important focus in a number of subdiscipl... more The topic of student learning has traditionally been an important focus in a number of subdisciplines within psychology, including developmental psychology and educational psychology. However, compared to research studies on issues relating to the learning of children and adolescents, considerably fewer research studies have been carried out to investigate and learn more about university student learning. This is not to say that university students have not been studied much at all. To the contrary, they have been somewhat over-studied -not because they are university students and of interest as a group to researchers, but simply because they are a convenient group for gathering human data for the researchers who happen to work in the same universities these students inhabit. Thus, much of what we currently consider as psychological knowledge about adult human beings -from human memory processes and personality profiles, to various forms of emotional expression and sexual behaviour -have been based on university student data. In fact, since the mid-1960s, serious concern has been expressed about this situation, and questions have been raised about how well conclusions drawn from university student data can be generalized to human beings at large (e.g., Higbee, Millard,
Thinking Skills and Creativity, Sep 1, 2019
English as a foreign language students were taught diagram use in explanation writing The qua... more English as a foreign language students were taught diagram use in explanation writing The quantity and types of diagrams they included in their explanations increased Diagram use resulted in more concise and simpler explanations Despite the conciseness and simplicity, important points were conveyed effectively
Routledge eBooks, Sep 12, 2019
The book provides a roadmap for teachers who want to provide their students with the knowledge an... more The book provides a roadmap for teachers who want to provide their students with the knowledge and skills they will need to thrive in the 21st century.'
Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies
Educational studies, Oct 17, 2017
A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment... more A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students' subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load.
Frontiers in Education
Diagram use is generally considered an effective strategy in solving mathematical word problems, ... more Diagram use is generally considered an effective strategy in solving mathematical word problems, and many teachers demonstrate the use of this strategy when they are teaching. Despite such demonstrations, however, the majority of students evidence poor, ineffective use of diagrams in problem solving. This may be due to a lack of task-appropriate instruction, but to date, there is inadequate evidence to support this idea. Therefore, the present study aimed to better understand the development of diagram use competence following the provision of task-appropriate instruction, focusing on both behavioral and neurophysiological evidence (i.e., brain activity, using functional near-infrared spectroscopy or fNIRS). Sixteen participants (mean age 15.7 years) were asked to solve mathematical word problems for which the use of tables (which is one kind of diagram) was deemed effective. Data collection progressed in three phases: (1) Pre-test without the demand for diagram use, (2) Pre-test wi...
Lecture Notes in Computer Science, 2022
In this study, we investigated 32 undergraduate university students' use of diagrams in planning ... more In this study, we investigated 32 undergraduate university students' use of diagrams in planning to write two coursework reports. For both reports, the students were asked to submit a diagrammatic plan for what they were going to write. Prior to their first plan, no instruction was provided about how to use diagrams for planning. However, prior to the second plan, the students were provided instruction on the use of sketchnoting, which is one method for creating visual notes and organizing ideas. For the first plan, only 31% actually submitted a diagram plan, with the majority submitting a text-based plan. However, for the second plan, the proportion who submitted a diagram plan increased to 66%, but they also reported experiencing more difficulty in creating their plans compared to those who submitted text-based plans. The students' plans and reports were scored for various quality features, analysis of which revealed that, for the second report, diagram plans had a better logical structure than text plans. More importantly, second reports created with diagram plans were also found to have a better logical structure than those created with text plans. The findings indicate that many students require instruction to be able to create diagrammatic plans, but that creating such plans can be helpful in structuring their written work.
Frontiers in Psychology
The use of diagrams can be effective in solving mathematical word problems solving. However, stud... more The use of diagrams can be effective in solving mathematical word problems solving. However, students worldwide do not construct diagrams unprompted or have trouble using them. In the present study, the effects of problem-appropriate diagram use instruction were investigated with an adaptation of the multiple baseline design method. The instruction for using line diagrams, tables, and graphs was provided to 67 junior high school students in a staggered manner and the effects on problem solving of three different types of problems was examined. The results showed that use of problem-appropriate diagrams increased and persisted over time. More importantly, the instruction led to increases in problem solving performance and to decreases in perceived cognitive load. These findings support the argument that effective diagram use depends on the acquisition not only of declarative knowledge, but also sufficient procedural and conditional knowledge.
Educational Studies, 2017
A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment... more A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students' subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load.
Deeper Learning, Dialogic Learning, and Critical Thinking, 2019
Cultivating the ability to use multiple representations is considered very important in 21st-cent... more Cultivating the ability to use multiple representations is considered very important in 21st-century education. Students should be able to employ not only verbal representations but also visual representations such as diagrams to enable effective organization, understanding, and communication of information. However, despite this acknowledged importance, instruction in diagram use is rarely provided to students. In this chapter, we describe methods we have developed for the provision of such instruction and refer to evidence for their effectiveness, not only in improving students' spontaneity in using diagrams, but also in promoting deeper learning, communicative competencies, and critical thinking.
The Proceedings of the Annual Convention of the Japanese Psychological Association, 2020
How to address students’ lack of spontaneity in diagram use
Promoting Spontaneous Use of Learning and Reasoning Strategies, 2017
Efecto de una intervención en estrategias de autorregulación en el rendimiento académico en Primaria: estudio del efecto mediador de la actividad autorregulatoria
Revista de Psicodidáctica, 2022
Teaching and learning support services
Wellbeing in Higher Education, 2018
Elucidating the Effects of Diagram Use Training for Math Word Problem Solving
In solving math word problems, diagram use is generally considered effective [1]. However, althou... more In solving math word problems, diagram use is generally considered effective [1]. However, although teachers often demonstrate diagram use, students do not use them spontaneously, and when they do, they tend to use them ineffectively. The prevalence of student difficulties in problem solving can at least in part be attributed to these problems [2]. Recently, we demonstrated that both knowledge about diagram use and practice are necessary to promote spontaneous use [3], and result in improvements in correct answer rates [4]. However, the components of instruction necessary for diagram use mastery, and the corresponding physiological consequences (brain activity) remain unclear. Thus, we clarified these issues in the present study. Sixteen participants (aged 15.7 ± 2.9 years) were given math word problems for which the use of tables was deemed effective for generating a solution. Data collection was in three phases: No-Instruction-or-Training, Asked-to-Use-a-Table, and After-Table-Use...
Student perspectives on critical and other thinking skills: Some cultural similarities and differences
Cognitive Science, 2012
Deeper Learning, Dialogic Learning, and Critical Thinking, 2019
A one-day workshop was designed to develop graduate research students' presentation skills. It co... more A one-day workshop was designed to develop graduate research students' presentation skills. It comprised three components for cultivating competencies in constructing (i) a logical story, (ii) helpful slides, and (iii) an engaging conversation. Each component had three steps: instruction of key points, comprehension checking by analyzing an example presentation, and application of learning to own presentation. In addition, at the end of the workshop, students had an opportunity for self-reflection. To assess the usefulness of this workshop, students were asked to make pre-and post-workshop presentations. Evaluation of those presentations revealed that their quality significantly improved in terms of logical flow, usefulness of visuals, and audience engagement. Transfer of skills to a different kind of presentation was also evidenced.
Cognitive Science, 2011
Do Culture Related Factors Influence Students’ Critical Thinking Use? Emmanuel Manalo Waseda Univ... more Do Culture Related Factors Influence Students’ Critical Thinking Use? Emmanuel Manalo Waseda University Takashi Kusumi Kyoto University Masuo Koyasu Kyoto University Yasushi Michita University of the Ryukyus Yuko Tanaka Stevens Institute of Technology Abstract: This study examined whether culture related factors influence university students’ critical thinking use. The participants were 363 students from Kyoto and Okinawa in Japan, and Auckland in New Zealand. They com- pleted a questionnaire assessing critical thinking use, study self-efficacy, adherence to authority, regulatory mode (assessment/locomotion), and self-construal (independence/ interdependence). Critical thinking was found to corre- late with self-efficacy, locomotion, and independence. The Auckland group scored higher than both Japanese groups in these factors. In contrast, the Okinawa group scored higher than the other two groups in adherence to authority and interdependence. Compared to either or both Japanese grou...
Introduction : Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies
Asia-pacific Education Researcher, 2012
In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pa... more In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pacific Islands and Asian university students. The present study investigated an aspect of this disparity and considered students’ intentions to seek academic support services and their actual uptake of those services. One hundred and fifty two tertiary students participated in the study. Students were asked if they intended to access academic support services and whether they actually accessed these services. In addition, levels of academic achievement were obtained from academic records. The findings clearly showed a difference in grade average scores, with Asian students obtaining higher scores than Pacific Islands students. There were, however, no differences between the two groups in their actual use of academic advising services despite the Pacific Islands students indicating greater intent to seek assistance. The lower grade achievement and the higher intention to access services su...
Psychologia, 2006
The topic of student learning has traditionally been an important focus in a number of subdiscipl... more The topic of student learning has traditionally been an important focus in a number of subdisciplines within psychology, including developmental psychology and educational psychology. However, compared to research studies on issues relating to the learning of children and adolescents, considerably fewer research studies have been carried out to investigate and learn more about university student learning. This is not to say that university students have not been studied much at all. To the contrary, they have been somewhat over-studied -not because they are university students and of interest as a group to researchers, but simply because they are a convenient group for gathering human data for the researchers who happen to work in the same universities these students inhabit. Thus, much of what we currently consider as psychological knowledge about adult human beings -from human memory processes and personality profiles, to various forms of emotional expression and sexual behaviour -have been based on university student data. In fact, since the mid-1960s, serious concern has been expressed about this situation, and questions have been raised about how well conclusions drawn from university student data can be generalized to human beings at large (e.g., Higbee, Millard,
Thinking Skills and Creativity, Sep 1, 2019
English as a foreign language students were taught diagram use in explanation writing The qua... more English as a foreign language students were taught diagram use in explanation writing The quantity and types of diagrams they included in their explanations increased Diagram use resulted in more concise and simpler explanations Despite the conciseness and simplicity, important points were conveyed effectively
Routledge eBooks, Sep 12, 2019
The book provides a roadmap for teachers who want to provide their students with the knowledge an... more The book provides a roadmap for teachers who want to provide their students with the knowledge and skills they will need to thrive in the 21st century.'
Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies
Educational studies, Oct 17, 2017
A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment... more A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students' subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load.
Frontiers in Education
Diagram use is generally considered an effective strategy in solving mathematical word problems, ... more Diagram use is generally considered an effective strategy in solving mathematical word problems, and many teachers demonstrate the use of this strategy when they are teaching. Despite such demonstrations, however, the majority of students evidence poor, ineffective use of diagrams in problem solving. This may be due to a lack of task-appropriate instruction, but to date, there is inadequate evidence to support this idea. Therefore, the present study aimed to better understand the development of diagram use competence following the provision of task-appropriate instruction, focusing on both behavioral and neurophysiological evidence (i.e., brain activity, using functional near-infrared spectroscopy or fNIRS). Sixteen participants (mean age 15.7 years) were asked to solve mathematical word problems for which the use of tables (which is one kind of diagram) was deemed effective. Data collection progressed in three phases: (1) Pre-test without the demand for diagram use, (2) Pre-test wi...
Lecture Notes in Computer Science, 2022
In this study, we investigated 32 undergraduate university students' use of diagrams in planning ... more In this study, we investigated 32 undergraduate university students' use of diagrams in planning to write two coursework reports. For both reports, the students were asked to submit a diagrammatic plan for what they were going to write. Prior to their first plan, no instruction was provided about how to use diagrams for planning. However, prior to the second plan, the students were provided instruction on the use of sketchnoting, which is one method for creating visual notes and organizing ideas. For the first plan, only 31% actually submitted a diagram plan, with the majority submitting a text-based plan. However, for the second plan, the proportion who submitted a diagram plan increased to 66%, but they also reported experiencing more difficulty in creating their plans compared to those who submitted text-based plans. The students' plans and reports were scored for various quality features, analysis of which revealed that, for the second report, diagram plans had a better logical structure than text plans. More importantly, second reports created with diagram plans were also found to have a better logical structure than those created with text plans. The findings indicate that many students require instruction to be able to create diagrammatic plans, but that creating such plans can be helpful in structuring their written work.
Frontiers in Psychology
The use of diagrams can be effective in solving mathematical word problems solving. However, stud... more The use of diagrams can be effective in solving mathematical word problems solving. However, students worldwide do not construct diagrams unprompted or have trouble using them. In the present study, the effects of problem-appropriate diagram use instruction were investigated with an adaptation of the multiple baseline design method. The instruction for using line diagrams, tables, and graphs was provided to 67 junior high school students in a staggered manner and the effects on problem solving of three different types of problems was examined. The results showed that use of problem-appropriate diagrams increased and persisted over time. More importantly, the instruction led to increases in problem solving performance and to decreases in perceived cognitive load. These findings support the argument that effective diagram use depends on the acquisition not only of declarative knowledge, but also sufficient procedural and conditional knowledge.
Educational Studies, 2017
A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment... more A 2 (learning strategies: diagram vs. summary) x 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students' subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load.
Deeper Learning, Dialogic Learning, and Critical Thinking, 2019
Cultivating the ability to use multiple representations is considered very important in 21st-cent... more Cultivating the ability to use multiple representations is considered very important in 21st-century education. Students should be able to employ not only verbal representations but also visual representations such as diagrams to enable effective organization, understanding, and communication of information. However, despite this acknowledged importance, instruction in diagram use is rarely provided to students. In this chapter, we describe methods we have developed for the provision of such instruction and refer to evidence for their effectiveness, not only in improving students' spontaneity in using diagrams, but also in promoting deeper learning, communicative competencies, and critical thinking.
The Proceedings of the Annual Convention of the Japanese Psychological Association, 2020
How to address students’ lack of spontaneity in diagram use
Promoting Spontaneous Use of Learning and Reasoning Strategies, 2017
Efecto de una intervención en estrategias de autorregulación en el rendimiento académico en Primaria: estudio del efecto mediador de la actividad autorregulatoria
Revista de Psicodidáctica, 2022
Teaching and learning support services
Wellbeing in Higher Education, 2018
Elucidating the Effects of Diagram Use Training for Math Word Problem Solving
In solving math word problems, diagram use is generally considered effective [1]. However, althou... more In solving math word problems, diagram use is generally considered effective [1]. However, although teachers often demonstrate diagram use, students do not use them spontaneously, and when they do, they tend to use them ineffectively. The prevalence of student difficulties in problem solving can at least in part be attributed to these problems [2]. Recently, we demonstrated that both knowledge about diagram use and practice are necessary to promote spontaneous use [3], and result in improvements in correct answer rates [4]. However, the components of instruction necessary for diagram use mastery, and the corresponding physiological consequences (brain activity) remain unclear. Thus, we clarified these issues in the present study. Sixteen participants (aged 15.7 ± 2.9 years) were given math word problems for which the use of tables was deemed effective for generating a solution. Data collection was in three phases: No-Instruction-or-Training, Asked-to-Use-a-Table, and After-Table-Use...
Student perspectives on critical and other thinking skills: Some cultural similarities and differences
Cognitive Science, 2012
Deeper Learning, Dialogic Learning, and Critical Thinking, 2019
A one-day workshop was designed to develop graduate research students' presentation skills. It co... more A one-day workshop was designed to develop graduate research students' presentation skills. It comprised three components for cultivating competencies in constructing (i) a logical story, (ii) helpful slides, and (iii) an engaging conversation. Each component had three steps: instruction of key points, comprehension checking by analyzing an example presentation, and application of learning to own presentation. In addition, at the end of the workshop, students had an opportunity for self-reflection. To assess the usefulness of this workshop, students were asked to make pre-and post-workshop presentations. Evaluation of those presentations revealed that their quality significantly improved in terms of logical flow, usefulness of visuals, and audience engagement. Transfer of skills to a different kind of presentation was also evidenced.
Cognitive Science, 2011
Do Culture Related Factors Influence Students’ Critical Thinking Use? Emmanuel Manalo Waseda Univ... more Do Culture Related Factors Influence Students’ Critical Thinking Use? Emmanuel Manalo Waseda University Takashi Kusumi Kyoto University Masuo Koyasu Kyoto University Yasushi Michita University of the Ryukyus Yuko Tanaka Stevens Institute of Technology Abstract: This study examined whether culture related factors influence university students’ critical thinking use. The participants were 363 students from Kyoto and Okinawa in Japan, and Auckland in New Zealand. They com- pleted a questionnaire assessing critical thinking use, study self-efficacy, adherence to authority, regulatory mode (assessment/locomotion), and self-construal (independence/ interdependence). Critical thinking was found to corre- late with self-efficacy, locomotion, and independence. The Auckland group scored higher than both Japanese groups in these factors. In contrast, the Okinawa group scored higher than the other two groups in adherence to authority and interdependence. Compared to either or both Japanese grou...
Introduction : Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies
Asia-pacific Education Researcher, 2012
In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pa... more In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pacific Islands and Asian university students. The present study investigated an aspect of this disparity and considered students’ intentions to seek academic support services and their actual uptake of those services. One hundred and fifty two tertiary students participated in the study. Students were asked if they intended to access academic support services and whether they actually accessed these services. In addition, levels of academic achievement were obtained from academic records. The findings clearly showed a difference in grade average scores, with Asian students obtaining higher scores than Pacific Islands students. There were, however, no differences between the two groups in their actual use of academic advising services despite the Pacific Islands students indicating greater intent to seek assistance. The lower grade achievement and the higher intention to access services su...