| The intent of this quantitative study was to measure the effect of on embedded questioning strategy as it relates to the passing rate and self-rated self-confidence of 429 eighth grade Roseville Area Middle students taking the high-stakes Minnesota Basic Standard Test in Reading during the 2001--2002 school year. The methodology of the embedded questioning strategy for this study began with the physical manipulation of the comprehension and recall questions, in essence embedding them near the found answer. This study made use of nonfiction newspaper articles, primarily from the Minneapolis Star & Tribune. The article readabilities were established by Bormuth, J. (1966), Degree of Reading Power formula (DRP). Each practice that the students participated in not only moved the embedded question farther from the found answer, but the article had a higher DRP level.;The independent variable was the MBST-Reading pretest taken April 17, 2001 and the posttest was the MBST-Reading posttest taken February 7, 2002. The dependent variables are the three treatments, namely, the amount of embedded questioning strategy practices (4, 6, or 8) provided to students.;This study applied the Chi-Square Test of Independence, and the Analysis of Variance (ANOVA) to demonstrate a statistically significant improvement in the eighth grade passing rate from the pretest to posttest on the MBST-Reading as well as a statistically significant difference between the three different treatments. The Independent-Measures t Test demonstrated that there was a significant difference in the change of scores between four embedded questioning strategy practices and six, as well as between four and eight. However, there was no statistically significant mean difference of passing rate between the six and eight embedded questioning strategy practices.;This study states that there was a positive effect on the Roseville Area Middle School eighth grade 2001--2002 sample population shown by the gain of the different treatment groups. In addition, the Chi-Square Test for Independence stated that the students' confidence also statistically significantly increased after participating in the embedded questioning strategy practices. |
