The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents

• In Event: Poster Session 11
  In Poster Session: Education in Literacy and the Arts

Abstract

The purpose of this research was to examine the effects of instruction on students’ generation of questions when reading multiple documents. In experiment 1a, 75 undergraduate students at a large R1 institution participated in the study. Participants were randomly assigned into two conditions; a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants were asked to generate questions based on primary source documents. Results indicate that students were not able to generate higher-level, integration questions without instructional support. These results are replicated in experiment 1b with the alternative document set to demonstrate that the effects found were not due to the specific historical topic.

Authors

• Chelsea Cameron, The Pennsylvania State University - University Park

• Peggy N. Van Meter, The Pennsylvania State University

• Valerie A Long, The Pennsylvania State University - University Park