INCREASING LEARNING AND RETENTION OF LECTURE CONTENT THROUGH A SELF-QUESTIONING REVIEW PROCESS

This study attempted to determine whether a self-questioning notes review technique would facilitate retention of lecture content to a significantly greater degree than a read-reread notes review technique; to determine whether review of either kind would facilitate retention to a significantly greater degree than no review; and to determine whether low ability subjects would profit more than high ability subjects from self-questioning review. The design was a 3 x 2 x 2 analysis of variance with repeated measures on the third factor: Review Activity interspersed in taped lecture, Verbal Ability, and Time of Test. The self-questioning review group (SQR) was trained to generate application questions; the read-reread review group (RRR) and the no review control group (NRC) received no training. Each of the groups took notes during a taped lecture. The SQR and RRR groups reviewed their notes during the three-minute period following each of four, six-and-one-half-minute lecture segments. The RRR group was instructed to read and reread notes taken; the SQR group was instructed to read over notes and to write and mentally answer self-generated application questions over notes taken. The control group engaged in a distractor task during these periods. All subjects also completed several questionnaires. Major findings: There were significant main effects for the three factors on low level comprehension items only. SQR and RRR subjects scored significantly higher than NRC subjects and high verbal ability subjects scored significantly higher than NRC subjects; scores on the immediate tests were significantly higher than delayed test scores. RRR subjects scored slightly higher than SQR subjects on all items. Questionnaire results indicated general compliance with instructions; however, in addition to the specified review activities, SQR subjects wrote factual questions and RRR subjects silently recited information in order to memorize it. While both review methods facilitated retention of lecture content to a significantly greater degree than no review, the other hypotheses were not supported.