Differentiated Effects of Levels of Questioning on Student Achievement

Ryan, Frank L.

doi:10.1080/00220973.1973.11011411

Cited by 27 publications

(12 citation statements)

References 3 publications

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“…The results of this study indicate, consistent with the findings of earlier studies (7,11,12), that the use of predominantly high level questions is an effective strategy for moving students toward low and high level understandings. However, the results do not indicate a superiority of effect for either a competitive or cooperative environment in fostering recall of subject matter that has been taught.…”

Section: Discussionsupporting

confidence: 93%

“…Several studies (1,3,13) reported that student achievement was significantly and positively affected when teachers used mostly high level questions in the course of instruction. A study by Ryan (11) compared the effects of high and low level questions on the social studies achievement of fifth and sixth grade students. He reported that high level questions, that is, questions that demand cognitive processing beyond the recall level, were superior to low level questions in producing not only high level understanding in the students but also low level understanding-the ability to recall information covered.…”

mentioning

confidence: 99%

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The Effects of High Level Questions in Competitive and Cooperative Environments on the Achievement of Selected Social Studies Concepts

Kniep

Grossman

1979

The Journal of Educational Research

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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

The Effects of High Level Questions in Competitive and Cooperative Environments on the Achievement of Selected Social Studies Concepts

Kniep

Grossman

1979

The Journal of Educational Research

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“…Studies have also been reported indicating the availability of teacher education strategies which are effective in altering the questioning behavior of teachers (8,9) . Other studies have explored the influence of selected questioning behaviors on student achievement (6,7,11). A report by Rowe indicates that some teachers are only willing to wait one second for a response to a question (10).…”

mentioning

confidence: 98%

Question and Response Levels and Lapse Time Intervals

Arnold

Atwood

Rogers

1974

The Journal of Experimental Education

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“…Andre, 1979;Kropp, Stoker & Bashaw, 1966;Gall et al, 1978;Ryan, 1973Ryan, , 1974. However, interpretation of reported findings is difficult since most studies lack a coherent theoretical argument from which to predict the consequences of manipulating material at the various levels.…”

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confidence: 86%

Recall of Key Words as a Function of Bloom's Cognitive Level

Rosen

Solman

1984

Educational Psychology

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Two experiments were designed to pursue the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment four groups of students processed 20 principles at the levels of knowledge, application, synthesis and evaluation respectively. The times required by students in the first two of these groups were significantly shorter than the times required by the last two groups, but in conrast to the Kunen et al. study, no mathematical problems were included to correct for these differences. The percentages of correctly recalled principle names showed the same pattern of differences as previously obtained by Kunen et al. for their Australian sample and it was concluded that the interpolated problems used by these authors had not interfered with performance. However, since the levels of performance did not differ for application and synthesis (although they were superior to the levels obtained for knowledge and evaluation), the results did not unambiguously indicate that synthesis should occupy the pinnacle of the hierarchy. It was suggested, therefore, that a precise ordering of the taxonomic levels required further investigation including all six categories. Also, observation of the questions used for the knowledge category, suggested that the recall scores obtained at this level were an underestimate of incidental memory, and, as a consequence, these questions were revised for use in Experiment 2. The results of Experiment 2 showed that the revised knowledge questions improved recall and the actual level of performance did not differ significantly from the levels obtained for comprehension, synthesis and evaluation. The percentage of recalled words obtained in the synthesis category was, however, observably superior to all other levels and this was consistent with the similar Kunen et al. finding. However, since the results of both of the present experiments failed to support a hierarchical arrangement of the taxonomic levels, it was suggested that the Kunen et al. results should be interpreted with caution.

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Differentiated Effects of Levels of Questioning on Student Achievement

Cited by 27 publications

References 3 publications

The Effects of High Level Questions in Competitive and Cooperative Environments on the Achievement of Selected Social Studies Concepts

The Effects of High Level Questions in Competitive and Cooperative Environments on the Achievement of Selected Social Studies Concepts

Question and Response Levels and Lapse Time Intervals

Recall of Key Words as a Function of Bloom's Cognitive Level

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