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dc.contributor.authorSmith, Barbara A.en_US
dc.date.accessioned2009-07-09T18:42:14Z
dc.date.available2009-07-09T18:42:14Z
dc.date.issued1993-07-09T18:42:14Z
dc.identifier.urihttp://hdl.handle.net/10464/2013
dc.description.abstractThis study investigated the effectiveness of comprehension level preadjunct questions as a learning strategy for older adults in a classroom setting. Fifty-five adults from 55 to 70 years of age were randomly assigned to two groups, the preadjunct question group and a no-question control group. They viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and again seven days tater. Results demonstrated that there was no significant difference between groups. However, the no-question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Nevertheless, significant differences in posttest scores were found related to educational levels and prior knowledge about high blood pressure. Results obtained were explained in terms of resource theory of cognitive aging.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectAdult education--Evaluation.en_US
dc.subjectAdult learning--Evaluation.en_US
dc.subjectQuestioning.en_US
dc.titlePreadjunct questions as a learning strategy for older adultsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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