THE EFFECT OF ADJUNCT POSTQUESTIONS ON STUDENT ACHIEVEMENT IN A LEARNING SETTING UTILIZING SELF-INSTRUCTIONAL SLIDE-TAPE PRESENTATIONS (MATHEMAGENIC, INDIRECT, DIRECT LEARNING)
Abstract
There is considerable evidence that adjunct postquestions will foster cognitive or thinking activity (mathemagenic behaviors) to increase learning when used in text material. The purpose of this study was to determine whether or not adjunct postquestions, inserted in a self-instructional slide-tape presentation, would foster mathemagenic behaviors to increase learning. Another purpose was to determine if adjunct postquestions are more beneficial to "lower-ability" students. To enhance the viability of the study, it was conducted in the regular learning environment of the subjects. The two independent variables of the study were question treatment and general ability. General ability included the two levels of upper and lower ability, based on SAT scores. The sample was 82 students enrolled in five Electrical Engineering Technology 102 course divisions at Purdue University. The 34 minute slide-tape presentation used for the experiment was entitled, "The Internal Construction of DC Electrical Instruments." For the treatment group, 17 adjunct postquestions were inserted into the slide-tape presentation. The achievement test consisted of 46 questions, 17 of which were identical to the adjunct postquestions and measured the learning of the material covered by the adjunct postquestions (direct learning). Twenty-nine "new" questions measured the learning of the material not covered by adjunct postquestions (indirect learning). Data was gathered and results reported for both direct and indirect learning (the dependent variables). The data was organized into a 2 x 2 factorial design and analyzed using ANOVA. Each hypothesis was tested at (alpha) = .05. Findings were: No significant difference in indirect or direct learning between the control and experimental group, and no significant difference in the increase in indirect or direct learning achievement between upper- and lower-ability groups. Based on the findings it was concluded that adjunct postquestions with a self-instructional slide-tape presentation does not generate mathemagenic behaviors to increase learning.
Degree
Ph.D.
Subject Area
Inservice training
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