The role of active questions in learning and retention of prose material

Abstract

Questions may be (i) active i.e. asked by subjects or (ii) passive i.e. offered to subjects as problems for solution. It was hypothesized that active questions would be effective in facilitating the learning and retention of prose material when subjects were faced with a challenge to their competence. 47 subjects, boys and girls aged 13–14 years were exposed to an “easy” 300-word passage of biographical prose. 30 subjects were then exposed to a “difficult” 450-word passage. Treatments were: (1) Questions, active-Subjects read a summary, then wrote questions; (2) Questions, passive-Subjects read the summary and the experimenter's questions; (3) Questions, active and passive-Subjects both wrote questions and read the experimenter's questions; (4) Reading, double-Subjects read the summary and the complete passage; (5) Reading, single-Subjects read the complete passage only. With “easy” prose, girls and low verbal ability subjects gained from questioning, particularly passive questions. With “difficult” prose, all subjects gained from questioning. Boys and low verbal ability subjects gained most from active questions, high verbal ability subjects from passive questions. Results are discussed in the light of work regarding cognitive structures, and the hypothesized challenge to competence.