Accountabilitiy in Responding to Classroom Questions

Abstract

The purpose of this investigation was to determine whether or not accountability in responding to classroom questions affects student performance. Students who were required to respond orally to questions previously answered in writing performed better on post-tests than students who were allowed to volunteer answers to the oral questions. Similar results were obtained when subjects were restricted either to low-level or to high-level question programs. The degree to which students perceive themselves accountable or required to respond orally at a later time in the classroom should be considered as an important factor in student learning.