EFFECTS OF QUESTION TYPE, LEVEL OF PROCESSING, AND CONCEPTUAL CONTEXT ON STUDENTS’ MEMORY PERFORMANCE

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ZARE HOSSEIN; SARMADI MOHAMMAD REZA; FARAJOLLAHI MEHRAN; ACHAK OSMAN

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Journal: Educational Measurement Year:2013 | Volume:3 | Issue:10 Page(s): 37-54

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Information Journal Paper

Title

EFFECTS OF QUESTION TYPE, LEVEL OF PROCESSING, AND CONCEPTUAL CONTEXT ON STUDENTS’ MEMORY PERFORMANCE

Author(s)

ZARE HOSSEIN | SARMADI MOHAMMAD REZA | FARAJOLLAHI MEHRAN | ACHAK OSMAN | Issue Writer Certificate

Keywords

MEMORYQ2

LEVEL OF PROCESSINGQ2

CONCEPTUAL CONTEXTQ2

QUESTION TYPEQ2

Abstract

Background: Researches on MEMORY have had useful findings in helping the learners to successfully retrieve materials during examination.Objectives: The present paper aimed to examine the effect of QUESTION TYPE, the LEVEL OF PROCESSING and the CONCEPTUAL CONTEXT of the question on students' MEMORY performance.Methods: Using clustered random sampling, 128 subjects were selected from among Boukan Payame Noor University students in the fall semester of the educational year 1390 (2011). They were divided into 8 groups; each including 16 students. There was no significant difference in the results of Wechsler's Clinical MEMORY test among the 8 groups. The factorial design involved 3 factors, each at 2 levels. The research instrument was 8 researcher-made tests extracted from educational texts on quantum physics (which is a subject unfamiliar to the students). Validity and reliability of the text as well as the test was confirmed.Results: The results showed that the effect of processing level was significant (P<0.05 & f=5.567). However, QUESTION TYPE (P>0.05 & f=0.105) and CONCEPTUAL CONTEXT of the question (P>0.05 & f=1.191) were not independently significant. Moreover, the interaction between CONCEPTUAL CONTEXT and type of the question (P<0.05 & f=4.635) as well as the interaction between the CONCEPTUAL CONTEXT and the LEVEL OF PROCESSING (P<0.01 & f=7.362).Conclusion: Research findings confirmed that it is better to use questions with internal CONCEPTUAL CONTEXT in recognition tests and to use questions with external CONCEPTUAL CONTEXT in review tests. However, a deeper LEVEL OF PROCESSING is always preferred.

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APA: Copy

ZARE, HOSSEIN, SARMADI, MOHAMMAD REZA, FARAJOLLAHI, MEHRAN, & ACHAK, OSMAN. (2013). EFFECTS OF QUESTION TYPE, LEVEL OF PROCESSING, AND CONCEPTUAL CONTEXT ON STUDENTS’ MEMORY PERFORMANCE. TRAINING MEASUREMENT, 3(10), 37-54. SID. https://sid.ir/paper/214561/en

Vancouver: Copy

ZARE HOSSEIN, SARMADI MOHAMMAD REZA, FARAJOLLAHI MEHRAN, ACHAK OSMAN. EFFECTS OF QUESTION TYPE, LEVEL OF PROCESSING, AND CONCEPTUAL CONTEXT ON STUDENTS’ MEMORY PERFORMANCE. TRAINING MEASUREMENT[Internet]. 2013;3(10):37-54. Available from: https://sid.ir/paper/214561/en

IEEE: Copy

HOSSEIN ZARE, MOHAMMAD REZA SARMADI, MEHRAN FARAJOLLAHI, and OSMAN ACHAK, “EFFECTS OF QUESTION TYPE, LEVEL OF PROCESSING, AND CONCEPTUAL CONTEXT ON STUDENTS’ MEMORY PERFORMANCE,” TRAINING MEASUREMENT, vol. 3, no. 10, pp. 37–54, 2013, [Online]. Available: https://sid.ir/paper/214561/en

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