Adjunct Questions and Mediated Self Instruction: Comparisons of Lookback and No-Lookback Procedures, with High or Low Level Questions, Massed or Inserted in the Text. IDD&E Working Paper No. 24.

Autor/inn/en	Mouton, Harry; Reigeluth, Charles M.
Institution	Syracuse Univ., NY. School of Education.
Titel	Adjunct Questions and Mediated Self Instruction: Comparisons of Lookback and No-Lookback Procedures, with High or Low Level Questions, Massed or Inserted in the Text. IDD&E Working Paper No. 24.
Quelle	(1987), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; Distance Education; Factor Analysis; Instructional Design; Intermode Differences; Measurement Techniques; Performance Factors; Programed Instructional Materials; Recall (Psychology); Secondary Education + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Faktorenanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Messtechnik; Leistungsindikator; Abberufung; Sekundarbereich
Abstract	This study explores the use of the adjunct question paradigm in self-instruction and distance education materials. The subjects were 187 high school students who read text passages and answered one high level (implication or inference) or low level (verbatim or paraphrase) question. These questions were either inserted in the text or massed at the end of the passage. Subjects were either allowed to look back at the text while answering the questions (the freedom group, FREE) or were not allowed to look back (the read-read-question group, RRQ; the read-question-read group, RQR). One control group read the passages twice without questions and another neither read the passages nor answered the questions. All subjects were tested on recall of low level and performance on high level posttest items. On high level incidental items, the RQR group performed better than the RRQ group, but the FREE group recalled more low level incidental material than the RQR group. In the two no-lookback groups, those who were asked high level adjunct questions performed better when the questions were massed together, while those who were asked low level adjunct questions performed better when the questions were inserted. In general the lookback group recalled as much, and performed as well, as the two no-lookback groups. For all incidental dependent variables, most treatment groups did not score significantly higher than the READ-TWICE control group. Discussions of the limitations of the study that may have influenced the results and the implications of the findings conclude the report. A reference list of 101 items is appended. (Author/RP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC