NotesFAQContact Us
Search Tips
ERIC Number: ED045391
Record Type: RIE
Publication Date: 1970-Apr-15
Pages: 170
Abstractor: N/A
Reference Count: 0
The Effect on Learning of Post Instructional Verbal Responses to Questions of Different Degrees of Complexity. Final Report.
Yost, Michael, Jr.
Reported is a study of the effect of having seventh grade science students make overt verbal responses in written form to questions of varying degrees of complexity following sequential segments of programed instruction on Newtonian mechanics. It was hypothesized that students responding to more complex questions would have significantly higher achievements than students who responded to less complex questions. Questions were of a given level of complexity for each of three treatment groups and of different levels of complexity for the different groups. A fourth group, without questioning, read a paragraph related to the questions asked other groups. Controls were provided for ability to read and comprehend science content materials. At the .01 level, groups with questioning achieved higher than the treatment group without questioning and the latter groups achieved higher than the control group without instruction; there was a significant positive trend in achievement per unit change in question complexity. It was concluded that as the complexity of questions to which students responded increased, student achievement increased, the amount of instructional time taken increased, and the numbers of errors on the interspersed questions increased. (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Nova Univ., Fort Lauderdale, FL.