The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

Abstract

The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term “Socratic method” during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post‐Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow‐up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post‐unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.

How Much Have They Retained? Making Unseen Concepts Seen in a Freshman Electromagnetism Course at MIT

“…In addition, some researchers have indicated that retention and long-term outcomes of meaningful school materials can persist from one course to another, even over relatively extended intervals (Arzi et al, 1986). Other researchers have examined the relationship between the ability to retain certain learning skills and the time passed since acquiring these skills and their studies have shown similar results (Leonard, 1987;Leonard and Lowery, 1984;Otto and Schuck, 1983). …”

Investigation of Preeschool Teachers' Questions' Types

“…Accordingly, teachers' awareness of asking question strategies can be increased through various vocational development programs (Dantonio, 1990;Fairbain, 1987;Joyce & Showers, 1983). If, questioning typologies and cognitive demands that change accordingly and are embedded in the questions are presented to teachers on the basis of evidence through development programs, they will be motivated to their vocational development and adopt learner-centered instructional processes (Otto & Schuck, 1983;Sitko & Slemon, 1982). The main way for teachers to be motivated for vocational development programs is that they have the belief and awareness that the strategies they use can affect the cognitive states of the learners.…”

Chapter 7: The Issue of Gender in Elementary and Secondary Education

“…Paralleling the heightened concern about female performance in the classroom was a growing body of research underscoring the importance of the nature and frequency of classroom interaction in the educational achievement of students (Fennema & Peterson, 1978;Otto & Schuck, 1983;Redfield & Rousseau, 1981). Research investigations during the 1970s and 1980s emphasized the importance of direct instruction (Good, 1979), and male-female classroom interactions were analyzed through this new viewing glass.…”