The effects of question construction on expository text comprehension

This study investigated three research questions: (1) In spite of text coherency and domain knowledge combinations, can we expect generic question stems to lead to greater measurable outcomes on memory (i.e., textbase model) and learning (i.e., situation model) variables as compared to signal words...

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Main Author: Gunn, Thelma
Other Authors: Yackulic, Richard
Format: Others
Language:en
Published: University of Saskatchewan 2000
Online Access:http://library.usask.ca/theses/available/etd-10212004-001847
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spelling ndltd-USASK-oai-usask.ca-etd-10212004-0018472013-01-08T16:31:51Z The effects of question construction on expository text comprehension Gunn, Thelma This study investigated three research questions: (1) In spite of text coherency and domain knowledge combinations, can we expect generic question stems to lead to greater measurable outcomes on memory (i.e., textbase model) and learning (i.e., situation model) variables as compared to signal words and/or unguided questioning techniques? (2) Will there be interaction effects on these variables suggesting that combinations of domain knowledge and text coherency are uniquely affected by generic question stems, signal words, or unguided questioning? (3) Will the employment of generic questions stems lead to superior calibration of comprehension scores than those generated by signal words and/or unguided questions conditions? Sixty-three first year psychology students participated in the study. On the basis of pre-determined domain knowledge scores, participants were categorized as high or low domain knowledge. They were then randomly assigned to twelve treatment conditions in a 3 x 2 x 2 cross-factorial design. The first factor was treatment with three levels (i.e., generic question stems, signal words, and unguided questioning); the second factor was domain knowledge with two levels (i.e., high domain knowledge and low domain knowledge); and the third factor was text coherence with two levels (i.e., high text coherence and low text coherence). Participants were administered four measures: a pre- and post-treatment sorting task; a short answer post-test; a summary recall measure; and a calibration of comprehension task. Results of this study suggest that high domain knowledge and structured questioning strategies are the most reliable predictors of text memory and text learning. Several main effects favouring high domain knowledge arose on text memory, and to a lesser extent, text learning measures. Significant results involving signal words and generic question stems were detected primarily through interaction effects and one main effect. While not always significantly superior, generic question stem participants outperformed their signal word and unguided questioning counterparts on the majority of text memory and text learning variables. Therefore, it appears that generic question stems engage the reader in a deeper level of processing. However, when instructional time is limited, high domain knowledge is necessary for significantly superior text memory and for specific structural connections. Yackulic, Richard Randhawa, Bikkar S. University of Saskatchewan 2000-01-01 text application/pdf http://library.usask.ca/theses/available/etd-10212004-001847 http://library.usask.ca/theses/available/etd-10212004-001847 en unrestricted I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.
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description This study investigated three research questions: (1) In spite of text coherency and domain knowledge combinations, can we expect generic question stems to lead to greater measurable outcomes on memory (i.e., textbase model) and learning (i.e., situation model) variables as compared to signal words and/or unguided questioning techniques? (2) Will there be interaction effects on these variables suggesting that combinations of domain knowledge and text coherency are uniquely affected by generic question stems, signal words, or unguided questioning? (3) Will the employment of generic questions stems lead to superior calibration of comprehension scores than those generated by signal words and/or unguided questions conditions? Sixty-three first year psychology students participated in the study. On the basis of pre-determined domain knowledge scores, participants were categorized as high or low domain knowledge. They were then randomly assigned to twelve treatment conditions in a 3 x 2 x 2 cross-factorial design. The first factor was treatment with three levels (i.e., generic question stems, signal words, and unguided questioning); the second factor was domain knowledge with two levels (i.e., high domain knowledge and low domain knowledge); and the third factor was text coherence with two levels (i.e., high text coherence and low text coherence). Participants were administered four measures: a pre- and post-treatment sorting task; a short answer post-test; a summary recall measure; and a calibration of comprehension task. Results of this study suggest that high domain knowledge and structured questioning strategies are the most reliable predictors of text memory and text learning. Several main effects favouring high domain knowledge arose on text memory, and to a lesser extent, text learning measures. Significant results involving signal words and generic question stems were detected primarily through interaction effects and one main effect. While not always significantly superior, generic question stem participants outperformed their signal word and unguided questioning counterparts on the majority of text memory and text learning variables. Therefore, it appears that generic question stems engage the reader in a deeper level of processing. However, when instructional time is limited, high domain knowledge is necessary for significantly superior text memory and for specific structural connections.
author2 Yackulic, Richard
author_facet Yackulic, Richard
Gunn, Thelma
author Gunn, Thelma
spellingShingle Gunn, Thelma
The effects of question construction on expository text comprehension
author_sort Gunn, Thelma
title The effects of question construction on expository text comprehension
title_short The effects of question construction on expository text comprehension
title_full The effects of question construction on expository text comprehension
title_fullStr The effects of question construction on expository text comprehension
title_full_unstemmed The effects of question construction on expository text comprehension
title_sort effects of question construction on expository text comprehension
publisher University of Saskatchewan
publishDate 2000
url http://library.usask.ca/theses/available/etd-10212004-001847
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