Effects of Questions and Test-Like Events on Achievement and On-Task Behavior in a Classroom Concept Learning Presentation.

McKenzie, Gary R.

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Peer reviewed

ERIC Number: EJ211807

Record Type: CIJE

Publication Date: 1979

Pages: N/A

Abstractor: N/A

ISBN: N/A

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Effects of Questions and Test-Like Events on Achievement and On-Task Behavior in a Classroom Concept Learning Presentation.

McKenzie, Gary R.

Journal of Educational Research, v72 n6 p348-51 Jul-Aug 1979

Having all students in a group respond to every question, rather than addressing questions to one student at a time, resulted in better behavior and content achievement among third graders. (Editor)

Descriptors: Academic Achievement, Elementary Education, Group Testing, Speech Communication, Student Attitudes, Student Behavior, Testing

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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