ERIC Number: ED071047
Record Type: RIE
Publication Date: 1972-Dec
Reference Count: 0
The Effects of Position and Type of Question on Learning from Prose: The Interaction of Treatments with Individual Differences in Learners. Research and Development Memorandum No. 98.
Shavelson, Richard J.; And Others
Eighty-seven junior college students were assigned at random to one of four treatment groups for which the position (before or after) and type (lower-order vs. higher-order) of questions inserted in a prose passage were varied, or to a control group for which no questions were inserted in the passage. Students were given five aptitude tests prior to instruction. Instruction consisted of reading a 1525-word prose passage. Students were given an achievement test based on the passage both immediately after instruction and two weeks later. When group means on four measures from the achievement test were compared, the differences were usually small and sometimes statistically significant. The most noteworthy finding of this study was that for students who had scored low on a test of verbal ability, the insertion of higher-order questions facilitated learning such that they performed at levels comparable to students in other treatments who were high in verbal ability. If these findings are replicated, instruction could be individualized by assigning students with low scores on verbal ability to a higher-order question treatment and students with high scores to a question-free treatment. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.