You are here:

Effects of Postquestions on Learning and Learning Efficiency from Fixed-Pace, Fixed-Sequence Media
ARTICLE

,

ECTAJTRD Volume 27, Number 2, ISSN 0148-5806

Abstract

Junior high school and college students participated in three experiments that explored the effects of postquestion treatments on learning from slide/tape presentations. Results seem to indicate that inserted postquestions can increase the learning of question relevant information without impairing learning efficiency. (Author/JEG)

Citation

Dayton, D.K. & Schwier, R.A. (1979). Effects of Postquestions on Learning and Learning Efficiency from Fixed-Pace, Fixed-Sequence Media. Educational Communication and Technology: A Journal of Theory, Research, and Development, 27(2), 103. Retrieved September 23, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords