The Effects of Pre- and Postquestions on Learning from Textual Material in a CAI Format
Abstract
This report concerns the effects of prequestion and postquestion formats on 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 dependent on whether the inserted text questions prompted attention to the item, and the other dependent on whether the item required factual or inferential learning. 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.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 1977
- Accession Number
- ADA040962
Entities
People
- Donald L. Alderman
- Loraine T. Sinnott
Organizations
- Educational Testing Service