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ERIC Number: ED091248
Record Type: Non-Journal
Publication Date: 1973-Jul
Pages: 63
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Levels of Questioning and Their Effects Upon Student Performance Above the Knowledge Level of Bloom's Taxonomy of Educational Objectives. A Research Paper.
Martikean, Alexandria
Reported is an investigation of the effects on student performance above the knowledge level (Bloom's taxonomy) as influenced by the use of teacher's questioning strategies. Two parallel forms of an elementary science unit on plants and seeds were constructed. In form A, most of the teacher questions were low level in terms of cognitive thinking; in form B, teacher questions required pupil responses above the cognitive memory level. A randomly selected group of 30 third- and fourth-grade pupils was divided into two groups of 15. The control group was taught by a teacher using form A while the investigator taught the experimental group, using form B. Pupils were pre- and posttested with the paper and pencil test reflecting the six levels of Bloom's Taxonomy of Educational Objectives. Test scores were analyzed, using t-test techniques. No statistically significant differences were found. Intragroup scores and percent of points received by each group for each test item on the pre- and posttests were also analyzed. The investigator hypothesized that her lack of significant results may have been influenced by the stage of cognitive development of the children participating in the study. The children were at the concrete operational stage. Critical thinking may not be successfully stimulated by teacher questions until children reach the formal operational state of Piaget's schemata. This hypothesis warrants further investigation. (Author/PEB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A