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Improving lecture comprehension: Effects of a metacognitive strategy
Author(s) -
King Alison
Publication year - 1991
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.2350050404
Subject(s) - metacognition , psychology , comprehension , reciprocal teaching , reciprocal , reading comprehension , mathematics education , control (management) , socratic questioning , reading (process) , developmental psychology , pedagogy , cognition , linguistics , computer science , philosophy , epistemology , neuroscience , artificial intelligence , socratic method
In previous research self‐questioning strategies have been found to significantly improve reading comprehension, presumably because of the metacognitive nature of the self‐questioning process. The purpose of the present study was to determine whether this metacognitive strategy also enhances lecture comprehension, that is, comprehension of non‐text, orally presented material. In a self‐questioning combined with reciprocal peer‐questioning condition, ninthgraders were trained to pose questions for themselves during classroom lectures; following the lectures, they used their questions to engage in reciprocal peer‐questioning and responding. Students in a self‐questioning only condition also engaged in self‐questioning during the lectures and then answered their own questions; in a review condition, students discussed the lecture material in small cooperative groups; and in a control group students reviewed the lecture material independently. On post‐practice and 10‐day maintenance tests participants in the self‐questioning with reciprocal peer‐questioning and the self‐questioning only strategy groups showed lecture comprehension superior to that of participants in both the discussion review and control groups. These results suggest that: use of a self‐questioning strategy can improve high school students' comprehension of lectures; students can maintain this strategy when external prompts are removed; and this metacognitive strategy can be readily taught to high school students and incorporated into their real‐world classroom learning environment.