One important implication of metacognition research and theory is that learners should be viewed as active participants who respond to instruction, and fully understand the strategies they induced to use. The purpose of this study was to investigate the effects of embedded think-ahead questions and differences in prior knowledge on learning and retention. It was hypothesized that there would be an interaction among think-ahead questions, type of learning, and prior knowledge. It was also hypothesized that students who received rationale for the questions will be better able to correctly answer more questions than students who did not. / A total of 156 tenth grade students from Godby High School participated in the study. Students were divided into two prior knowledge groups (high and low) and were randomly assigned to one of three treatment groups. The first group received a basic lesson on genetics. The second group received the same content plus embedded think-ahead questions. The third group received the same content plus think-ahead questions plus a rationale for the embedded questions. All students were given both immediate and delayed posttest. / The treatment effects for learning were analyzed using ANCOVA for repeated measures design, using reading ability as a covariate. The treatment means were also compared using Fisher's LSD pairwise comparison procedures. The results indicate that students who received think-ahead questions performed better on both facts and problem solving than students who did not receive questions. The results also show that students who received rationale for the embedded questions performed better on both immediate and delayed tests than those students who did not. This study suggests that think-ahead questions improve higher-order learning. It also suggests that providing a rationale for strategy use can improve learning. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3096. / Major Professor: Michael Hannafin. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77758 |
| Contributors | Osman, Mohamed Eltanir., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 225 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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