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ERIC Number: ED227062
Record Type: RIE
Publication Date: 1983-Feb-1
Pages: 18
Abstractor: N/A
Reference Count: 0
Teacher Questions: An Experimental Analysis of the Question Effect Hypothesis.
Mahlios, Marc; D'Angelo, Karen
A study examined the effects of three types of teacher questions (literal, interpretive, applied) on: (1) frequency, length, and quality of student response; (2) classroom interaction; (3) student questions; (4) intentional and incidental learning; and (5) student attitudes. Multiple-choice formats were used to assess intentional learning, and incidental learning was assessed by questions based on material used in the lesson. Applied learning was indicated by questions posed by students and by their written answers to an essay question. Classroom interaction and attitudes were assessed with standard research instruments. Findings implied that the kinds of questions teachers ask directly influence the nature of student answers, both in length and in type, and that applied questions lead to greater amounts of feedback during classroom interaction. Some predictability in achievement can be afforded by altering question types, and higher level questions positively influence higher level achievement. Different question types may not differentially affect student attitudes toward the teacher or lesson. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Orlando, FL, February 1, 1983).