The Role of Adjunctive Questions in English in Instructional Media (Audio tape) and the Effect of their Position (Pre / Post) on Learning and Retention

Abstract

This experimental study was designed to ascertain the
effects of using adjunctive questions in instructional media (Audio
tape) on learning and retention of undergraduate art students. Two
hypotheses were derived: a) the use of adjunctive questions in
instructional media (Audio tape) facilitates learning and retention; b)
if two groups of Ss are differentially exposed to either pre-adjunctive
questions (Pr-ad qs) or post- adjunctive questions (Po-ad qs), the
group with (Pr-ad qs) will show a greater increase in learning and
retention than the group receiving (Po-ad qs). To test these
hypotheses. One hundred and twenty freshmen Art students in Jazan
Teachers' College were randomly assigned to three groups: Group 1
used (Pr-ad qs), Group 2, (Po-ad qs), and Group 3, which served as a
control Group used no questions at all. Two one-way analysis of
variance was selected to test these hypotheses using the post test and
retention test scores. There was conclusive evidence in support of the
hypotheses. Ss. with (Pr-ad qs.) (i.e., Group 1) and Ss. with (Po-ad
qs.) (i.e., Group 2) performed significantly higher than Ss. with no
questions at all (i.e., Group 3). Ss. with (Pr-ad qs.) (i.e., Group 1)
performed significantly higher than Ss. with (Po-ad qs.) (i.e., Group
2) on a post test given at the end of instruction and on a retention test
given a week later. It was concluded that pre- adjunctive questions
should be included in models of instructional design at the design
phase of instructional media, particularly audio tapes.