The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students

Autor/inn/en	Bulgren, Janis A.; Marquis, Janet G.; Lenz, B. Keith; Deshler, Donald D.; Schumaker, Jean B.
Titel	The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students
Quelle	In: Journal of Educational Psychology, 103 (2011) 3, S.578-593 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0023930
Schlagwörter	Low Achievement; Academic Achievement; Instructional Materials; Effect Size; Grade 7; Lecture Method; Multiple Choice Tests; Secondary School Students; Questioning Techniques; Educational Psychology + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 07; 7. Schuljahr; Schuljahr 07; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Sekundarschüler; Befragungstechnik; Fragetechnik; Erziehungspsychologie; Pädagogische Psychologie
Abstract	The purpose of this study was to examine the effects of a question-exploration routine and an associated graphic organizer on students' ability to think about and answer complex questions. Participants were 116 students of diverse abilities in seven 7th grade classes. The effects of the routine were compared with the effects of a traditional lecture-discussion format using a counterbalanced design. The measure, composed of matching, multiple-choice, and short-answer questions, assessed students' knowledge and comprehension of facts, main ideas, and relationships that require higher order thinking. Overall, significant differences representing large to very large effect sizes were found between the total test scores of students in the 2 groups. Specifically, students taught using the question-exploration routine earned higher total test scores than did students taught using the lecture-discussion method. Similar differences were found for matching, multiple-choice, and short-answer items. The scores earned by subgroups of students (high achievers, average achievers, low achievers, and students with disabilities) followed the same general pattern. Students in all subgroups had more difficulty conveying main ideas in writing than in multiple-choice formats. (Contains 1 table and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10