STUDENTS' APPLICATIONS OF SELF‐QUESTIONING STUDY TECHNIQUES: AN INVESTIGATION OF THEIR EFFICACY

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Abstract
This article describes the results of a study in which college developmental reading students were taught how to use study techniques which involved self‐questioning. Over a nine‐week period, subjects were trained in the application of SQ3R (Robinson, 1961), REAP (Eanet & Manzo, 1976), and self‐questioning (Andre & Anderson, 1978‐79) to content area prose materials. Quantitative results indicated that the SQ3R group significantly outperformed the REAP group on a posttest measure of comprehension. No other significant differences were found. In addition, a qualitative analysis was conducted to determine how well subjects processed information during the application of their specific study techniques. These findings indicated that: (1) structured study techniques may be more effective for aiding students' retention of content area prose materials; (2) students are more concerned with detail or factual information than “higher level” forms of information; and (3) instructors of college developmental reading students need to instruct their students as to how to generate questions at all levels of comprehension.