ERIC Number: ED305149
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Effects of a Metacognitive Strategy on High School Students' Comprehension of Lectures.
In an effort to determine whether the metacognitive strategy of self-questioning enhances lecture comprehension, 56 Honors Program ninth graders in two sections of a freshman honors world history course were assigned to four conditions. Subjects: (1) were trained to pose questions for themselves during classroom lectures and to use their questions to engage in reciprocal peer-questioning and responding after lectures; (2) engaged in self-questioning during lectures and answered their own questions; (3) discussed lecture material in small cooperative groups; and (4) reviewed the lecture material independently. The fourth condition was the control condition. On post-practice and 10-day maintenance tests, participants in the self-questioning with reciprocal peer-questioning group and the self-questioning only group showed lecture comprehension superior to that of participants in the discussion and control groups. Results suggest that use of a self-questioning strategy can improve high school students' comprehension of lectures. Students can maintain this strategy when external prompts are removed. The metacognitive strategy can be readily taught to high school students and incorporated into their real-world classroom learning environment. A list of question stems and student-generated sample questions are provided. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).