IJSSER

Title: Using Self-Assessment and Remediation to Raise Student Achievement in History
Authors: Prathima Prakash and John Leddo
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Prathima Prakash and John Leddo MyEdMaster, LLC Virginia, USA
MLA 8 Leddo, John, and Prathima Prakash. "Using Self-Assessment and Remediation to Raise Student Achievement in History." Int. j. of Social Science and Economic Research, vol. 10, no. 2, Feb. 2025, pp. 650-659, doi.org/10.46609/IJSSER.2025.v10i02.015. Accessed Feb. 2025. APA 6 Leddo, J., & Prakash, P. (2025, February). Using Self-Assessment and Remediation to Raise Student Achievement in History. Int. j. of Social Science and Economic Research, 10(2), 650-659. Retrieved from https://doi.org/10.46609/IJSSER.2025.v10i02.015 Chicago Leddo, John, and Prathima Prakash. "Using Self-Assessment and Remediation to Raise Student Achievement in History." Int. j. of Social Science and Economic Research 10, no. 2 (February 2025), 650-659. Accessed February, 2025. https://doi.org/10.46609/IJSSER.2025.v10i02.015.
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ABSTRACT: Cognitive Structure Analysis (CSA) is an educational framework designed to help students identify and address knowledge deficits through self-assessment, enabling them to remediate gaps in understanding. Previous studies have demonstrated the reliability of teaching students to use CSA to assess their own knowledge in various academic disciplines, including calculus (Cynkin and Leddo, 2023) and chemistry (Dandemraju, Dandemraju, and Leddo, 2024). These studies, however, primarily focused on the identification of knowledge gaps rather than their remediation. As accurate assessment does not inherently address deficiencies, later studies began to investigate CSA’s role in addressing the gap. Ravi and Leddo (2024) conducted a study in which students learned an advanced chemistry topic by watching a video. Half of the students rewatched to reinforce their understanding, while the other half were trained to use CSA to selfassess their knowledge and then rewatched the video specifically to remediate assessed knowledge gaps. The CSA-trained group outperformed the control group by 15 points (1.5 letter grades) on a post-test. Similarly, Nehra and Leddo (2024) replicated this approach in Spanish instruction, finding that CSA-trained students scored an average of 25 percentage points (2.5 letter grades) higher than those who simply reread the material without self assessing. Prakash and Leddo (2025a) built on the findings of Ravi and Leddo (2024) and Nehra and Leddo (2024) by investigating CSA’s applicability to reading comprehension; post-test results displayed that the CSA-trained group scored an average of 93%, outperforming the control group’s 69%. Prakash and Leddo (2025b) built on prior research by investigating the applicability of CSA in learning Bayes’ Theorem, a foundational concept in probability theory and statistics. Post-test results revealed that the experimental group significantly outperformed the control group, scoring an average of 85.5% compared to the control group’s 58.5%. These findings underscore CSA’s potential to improve understanding of abstract mathematical concepts while fostering self-directed learning. This study continues the investigation of CSA in academic concepts through analyzing its impact in history, particularly that of the Silk Road, a network of Asian trade routes active from the second century BCE until the mid-15th century. Twenty high school students were divided into two groups. Both groups studied a passage about the Silk Road, but only the experimental group used CSA to self-assess their knowledge and remediate gaps. Posttest results revealed the significant statistical difference between the control and experimental groups, the control scoring an average of 65.8% compared to the experimental group’s 87.5%.

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