The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching
Adults / lifelong learning Learning from other people Metacognition and self-regulation
Links to claims
Limits (1)
| Claim | Basis |
|---|---|
| C15 | Randomised, 242 university students, matched 24-minute study: writing a teaching script for peers beat writing study notes on comprehension (d = 0.40) but not writing a textbook explanation (d = −0.02); tests in the same session only, written non-interactive teaching. Full text read. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Wong & Lim (2026) — writing a teaching script beat study notes on same-session comprehension, but no more than writing an explanation
Källa: Wong, S. S. H.; Lim, S. (2026). The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching. Educational Psychology Review 38(1), 26 (online 27 Feb 2026). https://doi.org/10.1007/s10648-025-10097-1
Verified content
- [full text] Random assignment: notetaking n = 81, explaining n = 80, teaching n = 81; study time matched at 24 minutes; open-book, so no retrieval during the task.
- [full text] Tests straight after the task in the same session: 10 minutes of 'create'-level research-question generation, then a self-paced six-question comprehension test (0–12).
- [full text] Create questions: notetaking M = 0.75, explaining 1.54, teaching 2.16; teaching > notetaking d = 0.91, explaining > notetaking d = 0.57, teaching > explaining d = 0.34.
- [full text] Comprehension: notetaking 4.84, explaining 5.96, teaching 5.90; explaining and teaching > notetaking (d = 0.45 and 0.40); teaching vs explaining d = −0.02, not significant.
- [full text] Self-rated sense of power mediated the teaching advantage on question generation; social presence, elaborations and monitoring did not. Learners did not judge teaching more effective than notetaking.
Limits
- [full text] No delayed test; written, non-interactive teaching; short texts; university students; power measure newly assembled by the authors.
- [assessment] For C15 the comprehension result shows a benefit over self-study notes but none of 'teaching' over 'explaining for others' — and only on an immediate test.
Why it is in the library
A 2026 randomised test of learning-by-teaching with matched time and a strong active comparison; useful for C15's bounds (same-session only, written teaching) and for how teaching differs from explaining.
Added 2026-10-18 by the project (weekly source sweep). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- PEER-007
- Tier
- experiment
- Titel
- The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching
- Författare
- Wong, S. S. H.; Lim, S.
- År
- 2026 (Educational Psychology Review 38(1), 26 (online 27 Feb 2026))
- Källa/DOI
- https://doi.org/10.1007/s10648-025-10097-1
- URL
- https://link.springer.com/article/10.1007/s10648-025-10097-1 (open access, CC BY)
- Typ
- randomised lab experiment, 242 university students in Singapore; 24 minutes studying a 730-word science text by writing study notes, a textbook explanation for peers, or a verbatim teaching script for peers (open-book, written, no audience); tests in the same session
- Åldersgrupp
- vuxen-livslangt
- Teman
- larande-fran-andra;metakognition-och-sjalvreglering
- Hämtad
- 2026-10-18
- Paywall
- open access (CC BY)
- Tillagd
- source sweep 2026-10-18 (kind: new); links pending human review
The original files (PDF or abstract) are kept in the project archive and are not published here.