Abstract
This study sought to evaluate a packaged, inservice training program to modify the questioning skills of teachers. Materials were compiled for teacher trainers to use in instructing teachers. The investigator sought to cause a significant change in the kind and quality of questions subjects designed ranging from low level (cognitive-memory) questions to higher level (synthesis-evaluation) questions. The subjects were 49 male and female teachers and non-teachers and 9 trainers enrolled in summer classes at a large university. Subjects were divided into three groups, one control and two experimental. A pretest, biographical data, and the Minnesota Teacher Attitude Inventory were administered. Following 7 1/2 hours of instruction, 1 1/2 hour per session, a posttest was administered. Questions were judged on category and quality. The major findings were that (1) special training with the self-contained materials designed for the study did increase the questioning skills of subjects, (2) the control group, whose trainers received no instruction on the use of the materials, performed at a significant level over the experimental groups on the total score; however the experimental group B + C performed higher on synthesis design on the pretest, (3) there was no significant difference between the performance of teachers and non-teachers on the posttest, (4) young teachers performed significantly better than older subjects on the average, (5) subjects with greater teaching experience more ably designed evaluation questions, and (6) attitudes, as measured by the MTAI, were significant only on the pretest scores for teachers.
Williamson, Helen Chapman (1971). An evaluation of a packaged inservice training program to modify the questioning skills of teachers. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -444895.