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ERIC Number: ED157069
Record Type: Non-Journal
Publication Date: 1977
Pages: 15
Abstractor: N/A
Reference Count: N/A
Performance on Factual and Inferential Post-Test Items in Prose Comprehension.
Adejumo, Dayo
To examine the use of factual and inferential questions as adjunct material in prose learning, a study was undertaken in which undergraduate introductory psychology students used different study strategies on a prose comprehension test consisting of an equal number of factual and inferential multiple-choice items. One-hundred twenty students were divided into four groups: the first group wrote its own questions for use as adjunct study aids; the second group used the questions written by the first group; the third group used questions supplied by the experimenter; and the fourth (control) group worked without a specific study strategy. Fifty minutes were devoted to study and the required activity, and 30 minutes were devoted to the test. Results indicated no significant difference between each of the groups' performances on the factual versus inferential test items, but there were significant differences between the performance of the four different groups in inferential items; the second and fourth groups performed better on the inferential test than did the first group. Since no significant difference appeared in the type of items, it was concluded that both factual and inferential multiple-choice questions can be used with equal weighting in prose comprehension tests. (DF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A