Differentiated Effects of Levels of Questioning on Student Achievement

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Abstract
An N of 104 fifth and sixth grade Ss from one suburban school was randomly assigned to one of three groups: High Questioning (HQ), Low Questioning (LQ), and Control (C) . The two questioning groups (HQ, LQ) were exposed to the same geographical content and set of materials for nine instructional days. However, the majority of questions posed to HQ Ss was high level (i.e., above recall), whereas the majority of questions posed to LQ Ss was low level. The C group studied a social studies unit that was topically different from HQ and LQ. Posttest and retention results indicated a superiority of HQ and LQ over C on low level understandings (p<.05) and a superiority of HQ over C on high level understandings (p<.05) . Discussion centered on the possibility of differentiated response modes for HQ and LQ students.

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