A comparative study of serial line and random questioning as approaches to developing inferential comprehension skills of gifted learners

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dc.contributor.advisor Patton, Don C. en_US
dc.contributor.author Burns, Bonita J. en_US
dc.date.accessioned 2011-06-03T19:23:46Z
dc.date.available 2011-06-03T19:23:46Z
dc.date.created 1986 en_US
dc.date.issued 1986
dc.identifier LD2489.Z64 1986 .B87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175335
dc.description.abstract The purpose of the study was to determine if a prepared serial or sequential line of teacher questioning, immediately following the reading of a narrative selection, is a more effective method of teaching to increase inferential comprehension skills of gifted learners that a random questioning method of teaching. The setting for the study was a magnet elementary school for gifted children in a midwest metropolitan area. Forty-nine gifted, fifth grade students were randomly selected for inclusion in the study to target differences in inferential comprehension mastery resultant to intervening questioning treatment.A norm referenced pre-test and post-test was utilized to determine the degree of effectiveness in assessing inferential comprehension skills in long term mastery learning. The null hypothesis was tested by using Analysis of Covariance. Weekly tests were used to assess short term mastery of inferential comprehension. The null hypothesis was tested by using Multiple Analysis of Variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses.Findings1. After a six week intervening treatment comparing the effects of a serial and random questioning line with gifted learners measured by pre and post-test instruments of a norm referenced test, non-significant gains were made by the experimental group attributable to the type or line of questioning utilized.2. There existed a difference between the groups over the individual tests measured. Gifted learners were affected in short term mastery of inferential comprehension skills as indicated in scores on three weekly five item tests.Conclusions1. There is no difference in inferential comprehension skill mastery between the control and experimental group after a six week serial questioning treatment as measured on the Comprehensive Test of Basic Skills, Form U, Level G, grade 5.2. There is a difference in inferential comprehension skill mastery between the control and experimental group as assessed during the six week treatment for a serial line of questioning of three day per week measurements. en_US
dc.format.extent 4, v, 145 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Reading comprehension. en_US
dc.subject.lcsh Creative thinking. en_US
dc.subject.lcsh Gifted children -- Education. en_US
dc.title A comparative study of serial line and random questioning as approaches to developing inferential comprehension skills of gifted learners en_US
dc.title.alternative Comparative study of serial line and random questioning en_US
dc.description.notes Title from approval sheet.
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/517131 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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