The effect of lesson structure and cognitive level of questions on student achievement

High school students of various ability levels were presented lessons concerning economics concepts. The lessons were varied according to their organization or structure. Students then were tested over their understanding of the concepts. The test questions ranged from simple recall of information (...

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Bibliographic Details
Published in:The Journal of experimental education 1985-01, Vol.54 (1), p.44-49
Main Author: Smith, Lyle R
Format: Article
Language:English
Subjects:
Curriculum subjects: programmes and methods
Customer service
Educational research
Educational sciences
Effizienz
Group structure
High school students
Mailings
Monopolistic competition
Oligopolies
Pure competition
Pure monopolies
Service industries
Social and human sciences
Teaching methods
Unterrichtsstil
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Summary:High school students of various ability levels were presented lessons concerning economics concepts. The lessons were varied according to their organization or structure. Students then were tested over their understanding of the concepts. The test questions ranged from simple recall of information (low level) to application of economics principles (high level). Students scored generally higher when they were presented highly structured lessons. Scores were higher on the low level questions than on the high level questions. Significant interactions occurred between student ability level and lesson structure, as well as between cognitive level of questions and lesson structure. These results are discussed in terms of previous research on lesson structure.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.1985.10806397