The effects of high order questions (HOQ) and low order questions (LOQ) on the following variables are described: student confidence in responding to these questions, self-reported attentiveness, and achievement and retention test performance. / One hundred and twenty-five undergraduate students signed up for one of six experimental sections, which were then randomly assigned to groups receiving HOQs, LOQs, or no questions (NQ). Vocabulary ability and gender differences were also assessed in this study to determine their relationship to the dependent variables. Analysis of the effects of questions on question confidence revealed that students felt more confident in their ability to respond to LOQs than HOQs. Moreover, self-reported attentiveness ratings were higher when no questions were asked than when HOQs were asked. A gender by treatment interaction indicated differences in mean achievement performance in which males had higher scores when HOQs were presented, but females had higher scores when LOQs or no questions were presented. As speculated, long term retention was related to prior academic achievement. In addition, vocabulary ability was significantly related to achievement and retention test performance. The findings were compared to other studies which together offer marginal support for the notion that attention mediates a question's effect on achievement. Implications for theory and research are discussed. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3635. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75247 |
| Contributors | FASKO, DANIEL, JR., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 248 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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