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How Study Conditions and learning goals Affect Students’ Questioning and Comprehension

The Korean Journal of Cognitive and Biological Psychology / The Korean Journal of Cognitive and Biological Psychology, (P)1226-9654; (E)2733-466X
2016, v.28 no.3, pp.517-541
https://doi.org/10.22172/cogbio.2016.28.3.007


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Abstract

One way to promote active learning is to have students think up questions on the subject matter. However, it has been repeatedly found that students in actual class setting, do not often ask questions and, if they do, usually ask superficial ones. This study was carried out to examine whether the number and quality of students’ questions improve if these questions are included in assessment and whether raising questions results in deeper understanding of the studied material. In Experiment 1, a 2 x 2 factorial design was used, in which two study conditions and two sets of directions were implemented. The two study conditions were listening to a lecture and self-studying. The two sets of directions were emphasis on raising questions and emphasis on comprehension. We compared the number and quality of questions and the level of comprehension among the four groups. Results revealed that the number and quality of questions were highest in self-study/question emphasis group. The level of comprehension was higher in question emphasis groups than in comprehension emphasis groups, regardless of the study conditions. In Experiment 2, we replicated the results of Experiment 1 using more easy learning material in another domain. Implications of these results and directions for future research were discussed.

keywords
학습자 질문, 질문 만들기, 대학 수업, 학습 방식, 학습 목표, students’ question, question generation, college class, study conditions, goals

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