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Preadjunct questions as a learning strategy for older adults

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dc.contributor.author Smith, Barbara A. en_US
dc.date.accessioned 2009-07-09T18:42:14Z
dc.date.available 2009-07-09T18:42:14Z
dc.date.issued 1993-07-09T18:42:14Z
dc.identifier.uri http://hdl.handle.net/10464/2013
dc.description.abstract This 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Adult education--Evaluation. en_US
dc.subject Adult learning--Evaluation. en_US
dc.subject Questioning. en_US
dc.title Preadjunct questions as a learning strategy for older adults en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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