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Stafford, Tammy. "The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5515.
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This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.Ed.D.
Doctorate
Education and Human Performance
Education
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Tso, Wai-chuen. "Enhancing students' mathematical problem solving abilities through metacognitive questions". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35384347.
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Wat, Lok-Sze Josephine. "Cantonese-speaking students' handling of WH-questions in English". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3692264X.
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Tso, Wai-chuen y 蔡偉全. "Enhancing students' mathematical problem solving abilities through metacognitive questions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35384347.
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Wat, Lok-Sze Josephine y 屈樂思. "Cantonese-speaking students' handling of WH-questions in English". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3692264X.
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Kozakowski, Stanley M., Kimberly Becher, Tate Hinkle, Reid B. Blackwelder, Clifton Jr Knight y Perry A. Pugno. "Responses to Medical Students' Frequently Asked Questions About Family Medicine". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6906.
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This article provides answers to many of the common questions that medical students ask about the specialty of family medicine. It describes the crucial role that family physicians have in the evolving health care environment, the scope of practice, the diverse career opportunities available, the education and training of family physicians, the economic realities of a career in family medicine, why the future is so bright for family medicine, and why family physicians are passionate about their work.
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Smith, Marianne. "Questions and perceptions an investigation of community college counselor performance expectations of students utilizing online advisement /". Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=129&did=1907279731&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270491030&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 130-141). Issued in print and online. Available via ProQuest Digital Dissertations.
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Bouck, Christine L. Barker Boudah Daniel. "The questions of high school students with learning disabilities about attending college". [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2226.
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Thesis (M.A.Ed.)--East Carolina University, 2009.Presented to the faculty of the Department of Curriculum and Instruction. Advisor: Daniel Boudah. Title from PDF t.p. (viewed June 15, 2010). Includes bibliographical references.
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Bissey, Nancy R. "Probabilistic reasoning based on age of students and context of questions /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737862.
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Diaz, Juan Francisco Jr. "Examining student-generated questions in an elementary science classroom". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/946.
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This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher-student interactions influence learning.
This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher-student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study.
The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help teachers confidently implement argumentative practices and develop pedagogical strategies to help students use them.
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Balk, Nathan Daniel. "Concept questions in Calculus I: Identifying the misconceptions and difficulties of students". Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442947.
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Renteria, Irma Garza 1954. "THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276510.
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This descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of training, one day of post test and one day of transfer test. The data were analyzed by comparing the number of correct answers per QARs category. Retellings were analyzed by total scores and sub categories of Text Comprehension, Reader Response and Language Use. Results indicate that training in QARs increases comprehension, improves retelling abilities, and transfers from one content area to another.
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Holmberg, Janice 1959. "THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276530.
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Question Answer Relationships (QARS), is a metacognitive strategy which develops students abilty to answer comprehension questions. This study was designed to assess the effects of QARs on subjects' comprehension and on retellings, and to investigate subjects' ability to transfer QARs to another content area. The four seventh grade subjects in the study were of average ability according to previous test scores. The questions were developed from passages taken from typical seventh grade textbooks. The procedures consisted of two pretests, followed by five days of training in QARs. A post test was given for assessment of QARs. A second test assessed transfer of QARs. As an additional measure, subjects were asked to retell text information after answering questions for pre, post and transfer tests. Results indicate training in QARs had a positive effect on subjects' ability to both answer comprehension questions, and to retell information from text. Subjects were able to transfer QARs to another content area.
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Wahonick, Jennifer. "TEACHING COLLEGE STUDENTS HOW TO ANSWER INTERVIEW QUESTIONS: CONTENT, FLUENCY, AND SOCIAL VALIDITY". Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3722.
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Poor interview performance may be one factor contributing to the unemployment and underemployment of recent college graduates, and content and fluency of interview answers seem to be especially important. Although decades of research have shown improvements in interview skills using instructions, modeling, rehearsal, and feedback, researchers have noted that the duration of training could limit the practicality of using these procedures in college classrooms or career centers. Additional time could be saved if teaching one skill led to collateral changes in another. Although previous research reported collateral changes in speech disfluencies after targeting elements of answer content (Hollandsworth et al., 1978), this study examined the reliability, validity, and generality of these findings. Training effects were evaluated using simulated interviews with the experimenter acting as the interviewer. To evaluate the durability of changes in answer content and fluency, students participated in simulated interviews one week after completing training (maintenance) and with an individual who frequently conducts interviews before and after training (generality). Answer content improved for all 3 participants after only 2 training sessions, and these improvements maintained after a week and during generality probes. However, there were no collateral improvements in speech disfluencies.
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Andersson, Jenny y Rebecca Nilsson. "”Man ska vara nyfiken” Lärares syn på elevers frågor i den naturvetenskapliga undervisningen". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33506.
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Abstract Students' questions play an important role in both teaching and learning science. However, in a traditional classroom, the teacher is the center of attention and poses questions to which students answer. The students seldom ask questions to which the teacher responds. The purpose of this paper is to examine teachers' attitudes towards student questions. This paper will also explore teachers’ views on the issues related to students’ questions for science education. Furthermore, the paper will discuss some strategies that teachers use to create a question-based classroom. We decided to conduct focus group interviews to examine teachers’ views on students’ questions, because the method is well-suited to understand a group’s attitude towards a phenomenon. Data were collected through focus group interviews with eight teachers. A number of themes were later identified by the responses received from the focus groups. Some of the study’s main conclusions are that teachers are well disposed toward a question-based teaching. At the same time, teachers' questions are given most attention in class. The participating teachers know that they should encourage students to ask questions. However, it seems as if the teachers are unsure of how to create classroom discourse that stimulates question-asking. According to the interviews, the demand of the national curriculum also has a powerful influence on their teaching practices.Our conclusion is that teachers need to develop strategies that will help students to ask their own questions. Collegial coaching and reflective dialogue may provide an environment to create meaningful change. Using collegial dialogue enables teachers to learn from their own experience through reflection and analysis. This type of reflection can also help teachers develop an understanding of methods for creating a student-centered classroom environment.
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Buerkle, C. Wesley y Christopher C. Gearhart. "Answer Me These Questions Three: Using Online Training to Improve Students’ Oral Source Citations". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/510.
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This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learning, mastery instruction, and course assessment were considered to be generally beneficial and at minimal cost.
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Larsson, Anna. "‘Almost all teachers dislike questions, they don’t want many questions’ : An investigation of social practice taking place between teachers and students within the Tanzanian classroom". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-216816.
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Abstract This paper describes an analysis of social practice taking place between teachers and students within the classroom in a Tanzanian Secondary School. The aim of this contemporary study is to describe and explain classroom interaction with respect to existing role patterns and frame factors. The studied material consists primarily of collected data from classroom observations, with concentration on one class in form one and five single teachers. In addition to the observation method the investigation is also based on complementary informant study where five students within the observed class were interviewed. An analysis consisting of categorisation, description, and explanation of the different variables of verbal and written communication is expected to yield information about the social practice within the Tanzanian classroom. Such information will aid in addressing a potential connection between pattern of roles and certain frame factors. The results of the observations imply that the teacher has the most active role; the teaching was almost entirely based on the use of direct, reproductive, teacher-centered methods leaving diminutive room for student moves. A notably high frequency of questions of a reproductive form, where students merely had to emulate the teacher, was discovered. Even though students were rarely addressed with questions of an open form, observations and interviews reveal students’ eager to break free from their constrained roles. What occurred to be a fixed pattern of steered activities turned out to be highly dynamical process. Considering relevant frame factors, there are reasons to believe that the Tanzanian classroom interaction is about to shift from a monologic to a dialogic classroom discourse; making this a highly interesting matter to investigate.
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Oellermann, Susan Wilma y der merwe Alexander Dawid Van. "Can Using Online Formative Assessment Boost the Academic Performance of Business Students? An Empirical Study". Kamla-Raj, 2015. http://hdl.handle.net/10321/1571.
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The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant relationship was found between MCQ marks and year marks. It was concluded that students’ use of the self-test tool in formative assessments has a significant bearing on students’ year marks and final grades. The negative nature of the standardised beta coefficient for gender indicates that, when year marks and annual self-test time are considered, males appear to have performed slightly better than females.
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Santoro, Carly Rae. "Effects of Intervention on Text-Implicit Questions for d/Deaf and Hard of Hearing Students". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699962213547.
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Singer, Leslie S. "Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7575.
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Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective instruction is an evidence-based teaching strategy that can be used to efficiently educate our youth across all learning environments. One effective instructional strategy includes increasing students’ opportunities to respond to instructor-posed questions during lectures. Students may respond to questions using a response card system as a way to promote active engagement. This study examined the most common form of instructor-posed questions presented during lecture, recall and recognition questions, to determine the differential effects on students’ academic and participation behavior in a college classroom. Results found no differentiation in students’ academic behavior with respect to question type. Students’ participation behavior was greater when the instructor used class wide active responding procedures than observed in baseline conditions that represented typical college instruction.
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Merriman, Carolyn S. "Promoting Nursing Student Success: How to Write Critical Thinking Test Questions Using Test Analysis". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8438.
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Knox, Antoinette M. "Reading strategies for middle school students with learning disabilities". Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8582.
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Thesis (Ed. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-157). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Wong, On-wing y 黃安穎. "Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50605859.
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This study aims to investigate the automated question detection and classification methods to support teachers in monitoring the progression of discussion in Computer-Supported Collaborative Learning (CSCL) discourse of Hong Kong students. Questioning is an important component of CSCL. Through the analysis of question types in CSCL discourse, teachers may probably get a general idea of how an inquiry is constructed. This study is an attempt to take up this time-consuming task of question classification with the techniques developed from machine learning. In general, the performance of machine learning algorithms will improve by increasing the amount of empirical data for training. The amount of training data is a determining factor for the performance of machine learning algorithms. The machine learning based question classification algorithms may not able to detect those question types with a small amount of training data. In order not to miss out those questions, an extra step to detect the occurrence of all question types might be needed.
One Chinese and one English datasets are collected from an online discussion platform. These datasets are selected for comparing the performance of question detection and classification in the two languages, and a sentence is defined as the unit of analysis. Question detection is a process to distinguish questions from other types of discourse act. A hybrid method is proposed to combine the rule-based question mark method and machine-learning-based syntax method for question detection. This method achieves 94.8% f1-score and 98.9% accuracy in English question detection and 94.8% f1-score and 93.9% accuracy in Chinese question detection. While question detection focuses mainly on the identification of questions, question classification concentrates on the categorization of questions. The literature showed that the tree kernel method is almost a standardized method for question classification. The classification of English verification and reason questions using tree kernel method can both attained f1-score above 80%. Though the precision of Chinese question classification using the same settings remains at a similar level, the recall drops greatly. This result indicates that the syntax-based tree kernel method may not be appropriate for classifying questions in Chinese languages. In order to improve on the Chinese question classification result, Case-Based Reasoning (CBR) is introduced. CBR is a method to retrieve example case(s) which shares the maximum percentage of similarity with the test case from a database. In this study, the similarity is measured by the lexemes that composed a question. Although the implementation of the CBR method can improve the recall, it also causes the great drop of precision. Considering the high precision of tree kernel method and wide coverage of CBR method, a hybrid method is proposed to combine the two methods. The experiment result shows that f1-score of the hybrid method for multi-class classification surpasses the tree kernel and CBR methods. This indicates that the implementation of hybrid method can generally improve the result of Chinese question classification.published_or_final_version
Education
Master
Master of Philosophy
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Ong, Kian Keong Aloysius. "Towards a thinking science classroom : teacher questions and feedback following students' answers in a Singapore classroom /". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4544.
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Tweissi, Adiy. "The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092.
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Harrak, Fatima. "Analyse de questions d’apprenants et de profils associés dans des environnements en ligne". Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS115.
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Les questions des élèves sont utiles pour leur apprentissage et l'adaptation pédagogique des enseignants. Cependant, le volume de questions posées en ligne par les étudiants peut empêcher les enseignants de traiter chaque question (e.g. MOOC ou large cohorte universitaire). Nous abordons cette problématique principalement dans le cadre d’une formation hybride dans lequel chaque semaine les étudiants posent des questions en ligne, selon une approche de classe inversée, pour aider les enseignants à préparer leur séances de questions-réponses en présentiel. Notre objectif est d’outiller l’enseignant pour qu’il détermine les types de questions posées par les différents groupes d’apprenants. Pour mener ce travail, nous avons développé un schéma de codage de questions guidé par l’intention des élèves et la réaction pédagogique de l’enseignant. Plusieurs outils de classification automatique ont été conçus, évalués et combinés pour catégoriser les questions. Nous avons montré comment un modèle dérivé de clustering des données et entraîné sur des sessions antérieures peut être utilisé pour prédire le profil des élèves en ligne et établir des liens avec leurs questions. Ces résultats nous ont permis de proposer trois organisations de questions aux enseignants (basées sur les catégories de questions et profils des apprenants) qui ouvrent des perspectives de traitement différent lors des séances de questions-réponses. Nous avons testé et montré la possibilité d’adapter notre schéma de codage et les outils associés au contexte très différent d’un MOOC, ce qui suggère une certaine généricité de notre approcheStudents' questions are useful for their learning and for teachers' pedagogical adaptation. However, the volume of questions asked online by students may prevent teachers from dealing with each question (e.g. MOOC or large university cohort). We address this issue mainly in the context of a hybrid training program in which students ask questions online each week, using a flipped classroom approach, to help teachers prepare their on-site Q&A session. Our objective is to support the teacher to determine the types of questions asked by different groups of learners. To conduct this work, we developed a question coding scheme guided by student’s intention and teacher’s pedagogical reaction. Several automatic classification tools have been designed, evaluated and combined to categorize the questions. We have shown how a clustering-based model built on data from previous sessions can be used to predict students' online profiles using exclusively the nature of the questions they ask. These results allowed us to propose three alternative questions’ organizations to teachers (based on questions’ categories and learners’ profiles), opening up perspectives for different pedagogical approaches during Q&A sessions. We have tested and demonstrated the possibility of adapting our coding scheme and associated tools to the very different context of a MOOC, which suggests a form of genericity in our approach
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Rizvi, Nusrat Fatima. "The influence of secondary school mathematics examination curricula on students' responses to non-routine questions, in Pakistan". Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522791.
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Darlington, Eleanor. "Changes in mathematical culture for post-compulsory mathematics students : the roles of questions and approaches to learning". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:3567a593-4dfd-4185-968c-9df72345d512.
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Since there are insufficient mathematicians to meet economic and educational demands and many well-qualified, successful mathematics students exhibit signs of disaffection, the student experience of undergraduate mathematics is high on the political agenda. Many undergraduates struggle with the school-university transition, which has been associated with students’ prior experiences of mathematics which, at A-level, are regularly criticised for being too easy and too different to undergraduate mathematics. Furthermore, the University of Oxford administers a Mathematics Admissions Test (OxMAT) as a means of identifying those best prepared beyond the limited demands of A-level. Consequently, a study was conducted into the mathematical enculturation of Oxford undergraduates, specifically in terms of examination questions and students’ approaches to learning. Analysis of the Approaches and Study Skills Inventory for Students (ASSIST) (Tait et al., 1998) revealed the majority of students to adopt strategic approaches to learning (ATLs) in all four year-groups, though the descriptions given by students in interviews of the nature of their ATL highlighted some shortcomings of the ASSIST as the motivation for memorisation appeared to be an important factor. The MATH taxonomy (Smith et al., 1996), revealed that most A-level questions require routine use of procedures, whereas the OxMAT tested a variety of skills from applying familiar mathematics in new situations to justifying and interpreting information to form proofs. This is more in-line with the requirements of undergraduate assessment, although the MATH taxonomy and student interviews revealed that these still allowed for rote memorisation and strategic methods. Thus, the changing nature of mathematics and questions posed to students at the secondary-tertiary interface appears to affect students’ ATLs, though this is not reflected by the ASSIST data.
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Gisselberg, Kjell. "Vilka frågor ställer elever och vilka elever ställer frågor : En studie av elevers frågor i naturorienterande ämnen i och utanför klassrummet". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16591.
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The purpose of this study is to investigate some of the conditions for teaching based on questions asked by the students. Special attention is given to the possibilities inherent in students' questions and to the limitations in the classroom. Two classes in each of the grades 3, 6 and 9 in six different schools were visited and the teaching was tape-recorded and observed. Complete descriptions of the lessons could be written down on the basis of these recordings and the observer's notes. 1024 questions that students asked were extracted and analysed on the basis of these descriptions. It appeared that boys asked almost twice as many questions as girls in almost all categories of questions with the exception of questions that the teacher invited the students to ask, orally or in writing, at the beginning of a new content area. Girls also asked comparatively more questions that opened the perspective by putting things into a wider context. In the visited classes 55 students were randomly selected for interviews. In the interviews the students were told to ask questions about six different objects. Altogether the students produced 1345 questions, girls slightly more than boys. The questions had to be systematized in order to be described in a suitable way. From the systematizing activity both content-oriented themes and cognitive categories emerged. The content-oriented themes were different for different objects, but certain similarities were observed. The themes could be organized along two lines, one stretching from the history or origin through actual appearance to future use and the other from details through appearance to relations to the surroundings. The cognitive categories that were found remained the same for all objects. It is worth emphasizing that the identification and description of the themes and categories of the content of the pupils' questions, within as well as outside the classroom, are to be seen as a main result of this study. Both concerning content-oriented themes and cognitive categories it was found that boys, working class students and students in grade 3 favoured the different categories in much the same way. The same applies to girls, upper middle class students and students in grade 6. In interviews teachers claimed that students were allowed to influence the teaching content by asking questions. Questions were said to be welcomed, noticed and answered. At the same time some of the teachers expressed strong ideas about what the students should know and what was expected of them. The analysis of the teachers' handling of the students' questions clearly demonstrated how teachers used certain strategies in order to adjust the questions to suit their purpose of stressing or repeating things that they considered to be important. All in the interest of being efficient and not wasting time.digitalisering@umu
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Magaji, Adewale. "Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom". Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/18155/.
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This study focuses on the use of student-led questions and feedback to improve students’ engagement and attainment in Key Stage 3 science. My interest in Assessment for Learning has arisen from working as a science teacher for over 9 years in several secondary schools in London and Kent. My aim has been to support Key Stage 3 science students to improve their engagement and attainment by means other than the use of science practical. The purpose of this study is to find out how students’ awareness of questions and feedback can be used to improve their engagement. This includes examining students’ contribution to the classroom discourse through developing their own questions and giving peer feedback, and assessing how this has improved their attainment. This study also sought teachers’ perceptions on the role of questions and feedback in engaging students in science lessons. This mixed methods study was inspired by a constructivist paradigm approach to learning (Creswell 2011; Savasci and Berlin, 2012). The study used six techniques of enquiry for data collection to support triangulation of my data. The students were involved in problem solving activities which led to developing their own questions using Bloom’s taxonomy question prompts and giving feedback to other students. The interaction was audio recorded to examine the quality of questions and feedback in order to ascertain how this has led to an improvement in their engagement and attainment, in addition to other data collection methods used. This study found that students were capable of developing high level questions and giving constructive feedback that will move other students’ learning forward just like their teachers aim to do. There was an improvement in the high level questions developed which influenced the quality of feedback given to other students. 98% of the students were engaged in the questions and feedback which contributed to over 92% of the students achieving their target levels in the end of unit science test. These outcomes are contributions to knowledge. Other contributions to knowledge include the new model of discourse presented in this thesis, and two factors that constitute engagement in learning. Pupil voice was a dominant factor as students were in charge of the classroom discourse which was encouraged by the questions and feedback. Some recommendations are made for professional practice and further research.
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Job, Casandra Helen. "How Teacher Questions Affect the Development of a Potential Hybrid Space in a Classroom with Latina/o Students". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7032.
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Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and how resulting classroom experience shows evidence of progression toward a hybrid space, as well as factors that limited progression toward a hybrid space. These results yield implications for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.
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Braxton, Eva. "The Implementation of Interactive Science Notebooks and the Effect It Has on Students Writing". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3768.
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The purpose of this study was to determine whether or not my practice of implementing Interactive Science Notebooks (ISN) impacts 4th grade students writing in science. Through this action research, students' writing was analyzed to determine whether the use of ISN affected students' use of details, support claims and justifications in their written responses. Also through the use of the Interactive Science Notebook, students' use of science vocabulary in their writing was also analyzed. Finally, students' reflective writing practices were examined in order to determine how students understood and explored physical science. A triangulation of data gathered consisted of the use of rubrics, focus groups and one-on-one conferencing. The data collected from this action research implied that the Interactive Science Notebooks did indeed have an impact on students' scientific writing. Students writing reflections demonstrated an increase in the use of claims and evidence, and meaningful questions related to the science topic investigated.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
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Stewart, Sarah Nykole. "Understanding the Information Seeking of Pre-Kindergarten Students: An Ethnographic Exploration of Their Seeking Behaviors in a Preschool Setting". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862857/.
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Although there has been research conducted in the area of information seeking behavior in children, the research focusing on young children, more specifically on pre-kindergarten students, is almost nonexistent. Children at this age are in the preoperational developmental stage. They tend to display curiosity about the world around them, and use other people as a means to gain the information they are seeking. Due to the insistence from President Obama to implement pre-kindergarten programs for all low and middle class children, the need to understand the cognitive, emotional, and physical needs of these children is becoming increasingly imperative. To researchers, the actions displayed by these young children on a daily basis remain vital in determining the methods by which they are categorized, studies, and even taught. This study employed Deci and Ryan's self-determination theory (SDT), Dervin's sense-making theory, Kuhlthau''s information search process model (ISP), and Shenton and Dixon's microcosmic model of information seeking via people to lay the theoretical foundational framework. This ethnographic study aimed to fill the age gap found in information seeking literature. By observing young children in the school setting, I gained insight into how these children seek information. The resulting information collected via field observations and semi-structured interviews were coded based on Shenton and Dixon's model of information seeking via people. The findings, in Chapter 5, revealed emerging codes and trends in the information seeking behaviors of pre-kindergarten students.
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Enoch, Sarah Elizabeth. "Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1063.
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While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans that teachers make for orchestrating discourse around problem solving tasks and the outcomes of implementation of those plans. This research study is intended to open the door to research on planning for discourse around problem solving tasks.
This research study analyzes how 12 middle school mathematics teachers participating in the Mathematics Problem Solving Model professional development research program implemented lesson plans that they wrote in preparation for whole-class discussions around cognitively demanding problem solving tasks. The lesson plans consisted of the selection and sequencing of student solutions to be presented to the class along with identification of the mathematical ideas to be highlighted in the student solutions and questions that would help to make the mathematics salient. The data used for this study were teachers' lesson plans and the audio-recordings of the whole-class discussions implemented by the teachers.
My research question for this study was: How do teachers' written plans for orchestrating mathematical discourse around problem solving tasks influence the opportunities teachers create for students to reason mathematically? To address this research question, I analyzed the data in three different ways. First, I measured fidelity to the literal lesson by comparing what was planned in the ISAs to what was actually took place in the implemented debriefs. That is, I analyzed the extent to which the teachers were implementing the basic steps in their lesson (i.e. sharing the student work they identified, addressing the ideas to highlight and the planned questions). Second, I analyzed the teachers' fidelity to the intended lesson by comparing the number of high-press questions in the lesson plans (that is, questions that create opportunities for the students to reason mathematically) to the number of high-press questions in the implemented discussion. I compared these two sets of data using a linear regression analysis and t-tests. Finally, I conducted a qualitative analysis, using grounded theory, of a subset of four teachers from the study. I examined the improvisational moves of the teachers as they addressed the questions they had planned, building a theory of how the different ways that teachers implemented their planned questions affected the opportunities for their students to reason mathematically around those planned questions.
My findings showed that it was typical for the teachers to implement most of the steps of their lesson plans faithfully, but that there was not a statistically significant correlation between the number of high-press questions they planned and the number of high-press questions they asked during the whole-class discussions, indicating that there were other factors that were influencing the frequency with which the teachers were asked these questions that prompted their students to reason mathematically. I hypothesize that these factors include, but are not limited to, the norms in the classrooms, teachers' knowledge about teaching mathematics, and teachers' beliefs about mathematics. Nevertheless, my findings did show that in the portions of the whole-class discussions where the teachers had planned at least one high-press question, they, on average, asked more high-press questions than when they did not plan to ask any.
Finally, I identified four different ways that teachers address their planned questions which impacted the opportunities for students to reason mathematically. Teachers addressed their questions as drop-in (they asked the question and then moved on as soon as a response was elicited), embedded (the ideas in the question were addressed by a student without being prompted), telling (the teacher told the students the `response' to the question without providing an opportunity for the students to attempt to answer the question themselves) and sustained focus (the teacher sustained the focus on the question by asking the students follow-up questions).
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Gaspers, Stephanie Lynn. ""Questions About Stuff You Don't Normally See on a Map:" A Study of Sixth-Graders' Abilities to Understand Quantitative Thematic Maps". PDXScholar, 2007. https://pdxscholar.library.pdx.edu/open_access_etds/2425.
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Middle school students work with many types of maps in school, however most maps they use are qualitative thematic maps that only show differences in kind as compared to quantitative thematic maps that show differences in amounts. This thesis investigates sixth-grade students' abilities to analyze three types of thematic maps: dot maps, choropleth maps, and graduated circle maps. Two hundred and two Oregon sixth-graders were tested on their abilities to interpret map symbology, make inferences from the data, categorize values into regions, and ask geographic questions concerning data distributions. The results indicate that students can understand these three quantitative thematic maps for these purposes. These results also raise the question, "Why aren't there more quantitative thematic maps presented to students in middle school curriculum?"
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Euto, Linda Rougeau. "Looking beyond the questions: An exploration of the questioning process among first- and second-grade students using computerized instruction in the classroom". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Rouse, Christina A. "THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.
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Hunter, William C. "Examining the Effects of NHT on Quiz Results and On-Task Behavior with Students Identified with Emotional Behavioral Disabilities". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895976.
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Vachon, Lachiver Élise. "L'utilisation de consignes de rédaction de questions d'examens écrits en médecine et l'effet sur les propriétés psychométriques de celles-ci". Mémoire, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10570.
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Introduction : L’évaluation des apprentissages a une importance indéniable en pédagogie des sciences de la santé et l’utilisation d’examens écrits est omniprésente, notamment en médecine. Toutefois, l’élaboration d’évaluations de haute qualité est souvent un défi pour les rédacteurs et les programmes. Il est donc important d’identifier des stratégies qui pourraient faciliter le travail des rédacteurs tout en ayant un impact positif sur la qualité des questions écrites, notamment l’utilisation de consignes lors de la rédaction.
Méthodologie : Nous avons élaboré une liste de consignes de rédaction de questions d’examens par un processus itératif et rigoureux. 14 consignes discriminantes ont été retenues. À l’aide d’une étude de cas multiples, nous avons exploré l’utilisation de ces consignes de rédaction de questions auprès de quatre rédacteurs pour des examens d’un programme préclinique de médecine. Un questionnaire et une entrevue individuelle semi-dirigée ont été effectués pré et post utilisation des consignes. Les unités d’analyses et de comparaison étaient : la qualité et les propriétés psychométriques des questions pré et post utilisation des consignes, l’acceptabilité et l’utilisation de celles-ci.
Résultats : Pour tous les participants, les questions rédigées respectaient majoritairement les consignes de rédaction. Quoique non statistiquement significative, nous avons observé une légère augmentation du coefficient de discrimination chez les rédacteurs (2 sur 4) qui utilisaient les consignes de manière active. Nos résultats suggèrent que l’appropriation que font les rédacteurs des consignes semble influencer leur perception de l’utilité et de l’acceptabilité des consignes.
Conclusion : Les résultats obtenus semblent suggérer que l’utilisation d’une liste circonscrite de consignes de rédaction offre une bonne stratégie à adopter pour améliorer la qualité des questions. Les rédacteurs de questions qui sont mieux outillés et qui semblent adopter pleinement l'utilisation des consignes de rédaction y voient les impacts positifs sur la qualité de leurs questions.Abstract : Introduction : The assessment of learners has an undeniable importance in health professions education and the use of written exams is omnipresent, notably in medicine. However, developing high-quality assessment is often a challenge for administrators and exam developers. It is therefore important to identify strategies that could facilitate their work while having a positive impact on the quality of the written exam questions, including the use of guidelines when developing exams. Methodology : We created a list of item-writing guidelines through a rigorous and systematic process. We identified 14 discriminant guidelines. Using a multiple case study, we explored the use of those questions writing guidelines with four exam developers at the preclinical phase of an undergraduate medicine program. A questionnaire was completed and a semi-directed individual interview was carried out before and after the use of guidelines. The units of analysis and comparison were: the quality and psychometric properties of questions pre- and post-use of the guidelines, the acceptability and the use of these guidelines. Results : For all the participants, the written questions respected mostly the instructions of drafting. Although not statistically significant, we observed a slight increase in the coefficient of discrimination among editors who actively used the instructions. Our results suggest that participants’ appropriation of the item-writing guidelines seemed to influence their perception of the usefulness and acceptability of instructions. Conclusion : The results seem to suggest that the use of a narrow list of writting guidelines provides a good strategy for improving the quality of the questions. Exam developers that are better equipped and seem to fully adopt the use of drafting guidelines see the positive impacts on the quality of their questions.
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Salem, Nurit. "Challenges in teaching gifted students with special learning difficulties : using a strategy model of 'Asking, Analysing and Answering Questions' (AAA) to improve the learning environment". Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622896.
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This study focuses on developing teaching strategies for teachers who teach in classes for students identified as Gifted and Talented with Special Learning Disabilities situated in Israeli secondary schools. The focus is on the challenges teachers meet while teaching Humanities Subjects (HS) to these students and the strategies they need in addressing their dual exceptionalities. The main purpose of this study is to examine how specific strategies may contribute towards both to quality of teaching and to a better learning environment. Research has shown that gifted students who are diagnosed with learning disabilities in writing skills (2ELs) have difficulties especially in HS and achieve less academically than may suggest their high abilities. The combination of giftedness with learning disabilities and underachievement creates special challenges for their teachers to counter, and for which they need specific Continuing Professional Development (CPD) programmes. In my study, I developed a model of teaching strategies which combines three strategies from the field of teaching gifted students and from the field of special education which are helpful in the humanities disciplines. I created a manual for teachers' CPD that includes this model and I conducted a seminar using this manual for the participant teachers in my research. This was followed by an implementation of the manual by these teachers in their classrooms that includes 2ELs. My qualitative research was based on the case studies of two teachers teaching HS in two high school classrooms, totalling sixty 2ELs. The information was collected through observations, interviews, and open questionnaires. I then analysed the information using an inductive approach as pattern recognition and inclusion into categories. The research findings of this study describe the difficulties that teachers may face with 2ELs and my claim to knowledge is the AAA Model of Strategies and the manual for teachers and their contribution to teachers of 2Els and their students. The recent research fills this particular gap in the literature, in the Israeli context, and the findings of this study bear policy implications and indicate the need for the tailoring of relevant teachers’ CPD' programmes to include strategies to better address the needs of 2ELs for optimal success in fulfilling their potential and overcoming their difficulties. Future research may achieve a deeper understanding of how to prepare teachers to use adjusted strategies that meet 2Els teachers in various disciplines in order to improve learning environment.
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Neupane, Ramesh. "A QUANTITATIVE STUDY EXAMINING THE RELATIONSHIP BETWEEN LEARNING PREFERENCES AND STANDADIZED MULTIPLE CHOICE ACHIEVEMENT TEST PERFORMANCE OF NURSE AIDE STUDENTS". OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1663.
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The research purpose was to investigate the differences between learning preferences (i.e., Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global) determined by the Index of Learning Style and gender (i.e., Male and Female) in regards to standardized achievement multiple-choice test performance determined by the Illinois Nurse Aide Competency Examination (INACE), i.e., overall INACE performance and INACE performance based on six duty areas (i.e., communicating information, performing basic nursing skills, performing personal care, performing basic restorative skills, providing mental health-services, and providing for resident’s rights) of nurse aide students. The study explored the relationship between variables using a non-experimental, comparative and descriptive approach. The nurse aide students who completed the Illinois approved Basic Nurse Aide Training (BNAT) and 21-mandated skills assessment and were ready to take the Illinois Nurse Aide Competency Examination (INACE) in the month of October 2018 and December 2018 at various community colleges across the state of Illinois were the participants of the study. A sample of 800 nurse aide students were selected through stratified (north, central, and south) random sampling out of which N = 472 participated in the study representing the actual sample.
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Gong, Susan Peterson. "The Moral Realism of Student Question-Asking in Classroom Practice". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6888.
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Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have focused on science education and reading instruction particularly; they detail the reasons why students don't ask questions and explore a plethora of recommendations about teaching students how to question. This qualitative study addressed question-asking from a hermeneutic moral realist perspective, studying question-asking as it unfolded in the everyday practice of learning in a graduate seminar on design thinking. Findings of the study included seven themes that fit within three broader metathemes about the complexities and virtues of classroom questioning, the sociality of question-asking, and the temporality of questions in practice. Specific themes of the study concerned the complexity of overlapping practices within the classroom, ways in which students evaluated the quality and virtue of their questioning interactions, the moral reference points that guided student participation in various kinds of questioning (i.e., convergent questions, divergent questions, challenges to others), and the temporality of question-asking that reflected the way questions mattered to the students and how different aspects of the subject matter were disclosed and concealed in the process of learning. Findings from this study suggest that a moral realist-oriented inquiry can provide a wide-ranging and nuanced set of insights regarding question-asking as a part of student learning.
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McClure, Kathleen R. Gallo. "Examining student performance on open-ended questions /". Full Text (HTML) Full Text (PDF) Abstract, 2008. http://eprints.ccsu.edu/archive/00000527/02/1976FT.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2008.Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaf 20). Also available via the World Wide Web.
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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente". Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.
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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.
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Pérez, Daniel. "Faculty responsiveness via a question-and-answer newsletter: Its impact on student satisfaction". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1702.
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Buck, David Hidden. "Promoting more effective student questions through specific questioning strategies". Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/buck/BuckD0811.pdf.
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This project addresses the question "Do students understand key scientific concepts better with training in the use of specific questioning strategies?" Students were trained specifically in composing questions using the cognitive domain of Bloom's Taxonomy, as well as in developing experiments, inventions and models using Cothron's Four Question Strategy. Students engaged in several inquiry activities, both independently and in large and small groups, to practice these strategies and approaches. The results of this research suggest that there is a strong correlation between employing these strategies to improve students' questioning skills and the students' understanding of key concepts surrounding questioning and inquiry.
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Nordstedt, Marcus y Oskar Edvardsson. "Investigating gamification’s effect on student motivation when authoring questions". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302770.
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Gamification is the use of game design elements in non-game contexts, and it has recently received a fast growing interest in both academia and industry. Several studies have shown that gamification can increase motivation in various contexts, such as health and education. Within education it has been shown that including question-authoring as part of a course can have positive effects on students’ performance. This study combines these two areas and investigates gamification’s effect on student motivation when authoring questions. To do this a web-based question-authoring system with support for both gamification and non-gamification was developed. The system was then tested by students (n=11) with the participants divided into two groups: a group using the gamified version and a group using the non-gamified version. After using the system for a week the participants were surveyed about their experience. The results of the study indicate that gamification can increase students’ motivation when writing questions. But due to the rather low participation in the study no concrete conclusions can be drawn.Spelifiering är användandet av speldesign-element inom icke-spel kontexter och har under den senaste tiden fått ett växande intresse från både den akademiska världen och industrin. Flertalet studier har visat att spelifiering kan öka motivation inom flera olika områden, såsom hälsa och utbildning. Inom utbildning har studier visat att frågeskrivande som del av kurser kan ha en positiv effekt på studenters studieresultat. Denna studie kombinerar dessa två områden och undersöker huruvida spelifiering har en påverkan på studenters motivation vid frågeskrivning. För att undersöka detta har ett webbaserat frågeskrivningssystem med stöd för både spelifiering och icke-spelifiering utvecklats. Systemet testades sedan på två grupper av studenter (n=11): en som använde den spelifierade versionen av systemet och en som använde den icke-spelifierade versionen. Efter att ha använt systemet i en vecka ombedes deltagarna att svara på en enkät kring deras upplevelse. Resultaten tyder på att spelifiering kan öka studenters motivation vid frågeskrivning, men på grund av det låga deltagarantalet kan inga större slutsatser dras.
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Book, Irene. "Livsvärlden i skolpraktiken - är det möjligt : Elevers tankar om Les Misérables". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19781.
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Abstract The purpose of this article was to examine how students learn French by integrating a multimode way of learning through literature, music, poetry, painting, reading, writing and IT in the classroom, in order to create understanding and motivation regarding the subject, but also a sense of cooperation and sensibility toward each one of the students Individual work. In the study of Victor Hugo’s novel Les Misérables as a tool for learning and deepen understanding about human values, the focus was laid on essentials questions such as the question of good and evil which is the major theme presented in the novel. The results showed that the students developed a vast interest in literature and human condition and made progress in French in both oral and written work but also acquired more knowledge about the French history.
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McGlamery, Sheryl L. "Personality Type and Question Preference of College Level Students". UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/692.
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The impact of personality type on question preference is an area of new endeavor. It is the purpose of this study to determine if a relationship exists between the Sensing and Intuiting dimensions of personality as measured by the Myers-Briggs Type Indicator (MBTI) and the questioning preference of students. A Chi Square analysis of the data revealed a trend. Frequency distributions were used to determine the direction of the trend. Both the Sensing and the Intuiting subjects showed a tendency to follow type with regard to question preference. In other words those subjects showing a Sensing preference on the MBTI tended to choose questions that matched their type preference. The same trend was observed for the Intuitive subjects as well. The data seem to indicate that there is a relationship between personality type and question preference, but more research is needed to describe and define the relationship.
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Pinney, Brian Robert John. "Characterizing the changes in student discussion after teacher questions with changing grade level". Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/573.
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This study characterizes teacher questions in order to look at student discussion resulting from those questions in whole class discussion of claims and evidence following an experiment from grade 2 through 6. This study found an increase in discussion following teacher questions oriented around development of student ideas or clarification of ideas and a decrease in discussion oriented around developing a teacher idea with increasing grade level.