ERIC Number: ED100632
Record Type: RIE
Publication Date: 1973
Reference Count: N/A
Oral Questioning by the Teacher: Influence on Student Achievement in Eleventh Grade Chemistry.
Aagaard, Stanley A.
This research investigated the need to apply appropriate results of research in pedagogical techniques of questioning to accomplish maximum achievement through the use of high-level questions and to encourage thought and participation in the learning process. A unit on radioactivity and radiation was prepared, validated and taught by 14 carefully selected teachers to a primarily homogeneous sample of 737 eleventh-grade chemistry students in 8 high schools in southeastern Pennsylvania and western New Jersey. Three methods of presentation were used: expository teaching, the inquiry approach with five teachers using the cognitive-memory-questioning, and six teachers using high-level questioning. One teacher taught both experimental units. Pretests and posttests were administered with analysis of variance and multiple regression analysis run on the data using achievement as the dependent variable. The results support the hypothesis that use of high-level-questioning produces higher achievement than by low-level-questioning. (Author/BR)
Descriptors: Chemistry, Doctoral Dissertations, Educational Research, Inquiry, Instruction, Learning, Questioning Techniques, Science Education, Secondary School Science, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-19,406, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University