ERIC Number: ED109626
Record Type: Non-Journal
Publication Date: 1974-Jan
Reference Count: N/A
The Effects of Question Type and Question Placement on Problem Solving Ability from Prose Material. Final Report.
Felker, Daniel B.
This study extended concepts derived from Rothkopf's mathemagenic hypothesis to problem solving. While previous mathemagenic research has established that adjunct questions interspersed with written prose facilitates learning, it has been criticized as educationally nonsignificant because the research has focused on verbatim learning. To test basic mathemagenic concepts under educationally relevent conditions, a 2 x 2 ANOVA (analysis of variance) was used to assess the effects of type of adjunct questions (comprehension vs. verbatim) and placement of questions (before or after prose segments) on problem solving, with problem solving defined as the ability to apply concepts and principles to problem situations. College undergraduates read prose segments dealing with learning theory and answered related adjunct questions before completing five problem situations on the criterion test. Comprehension questions resulted in significantly higher problem solving scores, but no significant differences due to question placement were found. Subjects receiving comprehension postquestions did significantly better than all other groups. The results were consistent with previous mathemagenic hypothesis research findings. (Author/TS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.