Effect of test-like questions on intentional and incidental learning by Iranian tribal (nomadic) people.

摘要

This study sought to test Rothkopf and McKenzie's research findings that student learning can be elicited, focused and sustained by inserting testlike questions into assigned reading by applying their findings to an Iranian tribal group, the Ghasghaies. The investigator sought to determine the effects of certain interventions upon the intentional and incidental learning of fourth grade members of the tribe. There were two interventions: inserting testlike questions into the children's reading assignments and providing feedback on test performance covering the reading. Two experimental groups were used. One group of 16, had the testlike questions inserted in their reading texts. A second similar sized group both had the testlike questions inserted and as given feedback about test performance. A control group of 22 children simply read the text materials. The groups were monitored and tested weekly over a four week period with regard to their mastery of the reading content. They were administered four weekly quizzes and one final examination covering all of the learning content. When the results for the three groups were compared, there were significant differences in the performance level of both experimental groups compared to that of the control group. The experimental groups were significantly higher in their level of intentional and incidental learning compared to the control. Contrary to expectations, the experimental group that received both interventions did not perform significantly better than the one which only received testlike items. Implications of the study are offered, and particular emphasis is given to the unexpected findings regarding the giving of feedback.