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ERIC Number: ED066391
Record Type: RIE
Publication Date: 1972
Pages: 14
Abstractor: N/A
Reference Count: 0
A Study of the Relationship of Classroom Questions and Social Studies Achievement of Second-Grade Children.
Buggey, L. JoAnne
The study reported here builds on, and overcomes certain difficulties in, a previous study by Hunkins. The major focus of the research was to determine the relative effects on learning of two teaching techniques: one using 70% knowledge-level questions and 30% higher-level questions (Treatment A); the other using the reverse ratio (Treatment B). Secondary variables relating to sex, school location, and the interactions of treatment, sex, and school location were also examined. One hundred eight second-grade children were selected from a Standard Metropolitan Statistical Area, and were randomly assigned to the three groups (one control group--Treatment C). The three groups received six weeks of instruction from experienced elementary teachers. The content involved the concepts of rules and location. No texts were used; all materials were presented visually and the children responded orally to questions asked by the teacher. Findings were that: 1) children in Groups A and B performed significantly better on the achievement tests than Control Group children; 2) Group B achieved significantly better than Group A; 3) no significant effect was found relating to the sex variable; 4) suburban children did significantly better than urban children; and, 5) no interactions among the variables studied were found to be significant. Conclusions and implications based on these findings were discussed. (Author/JLB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting, American Educational Research Association, Chicago, 1972