The Effects of Pre- and Postquestions on Learning from Textual Material in a CAI Format. Technical Report No. 4.

Autor/inn/en	Sinnott, Loraine T.; Alderman, Donald L.
Institution	Educational Testing Service, Princeton, NJ.
Titel	The Effects of Pre- and Postquestions on Learning from Textual Material in a CAI Format. Technical Report No. 4.
Quelle	(1977), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Learning Processes; Pretesting; Pretests Posttests; Prose; Research; Statistical Data + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Vortest; Prosa; Forschung
Abstract	This report concerns the effects of prequestion and postquestion formats in prose learning in computer-assisted instruction. Five experimental groups studied a set of eight passages under different prequestion-postquestion combinations. Twenty-five subjects, volunteers with high school degrees, were randomly assigned to each group. A final retention test had 32 items classified along two dimensions: one dependant on whether the inserted text questions prompted attention to the item, and the other dependant on whether the item required factual or inferential learning. The CAI format facilitated control over exposure to questions and passages, as well as data collection on performance measures like referral to passages, time spent on inserted questions, total study time, and scores on postquestion sets. A combination of prequestions and postquestions led to a 20% increase in student study time relative to the use of either question format alone, but did not facilitate relevant retention beyond the facilitation found with just prequestions or just postquestions. The use of prequestions interfered with incidental learning. While equal to the prequestions format in study time and effect on relevant learning, the postquestions format seemed preferable since it was not accompanied by depressed incidental learning. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01