Self-questioning training: Its effects on teacher and ninth-grade students.

摘要

The purpose of the study was to investigate the effect of inservice teacher training and subsequent ninth grade student training in self-questioning on the students' comprehension of history of world civilization content materials. The study sought to determine if an experimental group of students who received training in self-questioning strategies would score higher on a social studies test than a control group of students which did not receive training.; A quasi-experimental design, post-test only, with an unequivalent control group was employed. Intact classes were used. Subjects in the study included: one experimental teacher, 40 experimental students, one control teacher, and 25 control students. All students were enrolled in History of World Civilization classes at the same school and used a common textbook.; A statistical one-way analysis of variance (ANOVA) was used to compare group means on the chapter test. Other data were collected via training transcriptions, student questionnaires, and pre-training and post-training teacher interviews. The results of the statistical analysis did not substantiate the use of self-questioning as a sole means of improving chapter test scores. Self-report data, however, from the teacher interviews, consultations, and student follow-up questionnaires showed some positive outcomes.