An analysis of certain effects of teaching students to construct and analyze questions Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/12579v702

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  • The purpose of the study was to analyze the effects of teaching elementary and secondary students the Gallagher Topic Classification System as a technique for constructing and analyzing questions. The subjects for the study were the students of three groups of randomly selected teachers from Coos and Douglas Counties of Oregon. One group of 25 teachers, Experimental Group I, was taught the Gallagher Topic Classification System by means of the lecture method. Another group of 25 teachers, Experimental Group II, was given the same material through a work shop approach. A third group of 25 teachers were designated as the control, Group III, and were given no instruction. The experimental groups of teachers were requested to teach the material to their students in the same manner in which they were taught. The students supplied the data for the study by means of an open-ended test on which they were instructed to write five questions on each of three pictures. The same test utilizing the same pictures was given before and after the instruction period. The questions written by the students were coded and categorized according to the Gallagher Topic Classification System. The data were transferred to IBM cards and submitted to analysis of variance treatments. The findings of the study were: 1. Students can be taught the Gallagher Topic Classification System as a technique for constructing and analyzing questions. 2. Instruction in question construction and analysis was most effectively presented with the workshop approach to instruction. 3. Instruction in question construction and analysis was more effective in the middle school grades than in the lower elementary or high school levels.
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