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Investigating the Benefits of Prequestions in Lecture-Based Learning

King-Shepard, Quentin (2023) Investigating the Benefits of Prequestions in Lecture-Based Learning. Master's Thesis, University of Pittsburgh. (Unpublished)

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Prior laboratory research has shown positive benefits of answering prequestions on learning. Prequestions, questions answered prior to a learning event, have been shown to increase learning from subsequent prequestioned material, presented either in a reading, video, or lecture format, compared to a non-prequestioned group. Additionally, this prequestion effect has been shown to, in rare cases, improve performance on non-prequestioned information. While numerous studies have tested the effect of prequestions on performance has been performed in a laboratory setting, little research has been conducted in a classroom context. Currently, it is unclear whether the learning benefits of prequestions translate into larger lecture-based classrooms and whether they can facilitate transfer to non-prequestioned material. Additionally, it is unclear whether answering prequestions may affect one’s metacognition or self-efficacy. In the current work, I examined the effect of prequestions on learning during a large lecture course. Over the course of a semester, students in the prequestion class received a set of prequestions at the beginning of lecture while students in the non-prequestion class did not. Students also completed motivation surveys to measure their metacognition and self-efficacy during the course. The current work focuses on the first six weeks of lectures up to Exam 1. The prequestion class performed better on end of lecture quiz questions compared to the non-prequestion class. Consistent with prior laboratory and classroom studies, this effect was only for prequestioned information, with there being no effect on non-prequestioned information. There were no significant differences between classes in exam 1 performance, metacognition, or self-efficacy. Further, we found that metacognition and self-efficacy did not serve to mediate or moderate the relationship between prequestions and performance.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
King-Shepard, Quentinquk1@pitt.eduquk1
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairNokes-Malach,
Committee MemberRottman, Benrottman@pitt.edu0000-0002-4718-3970
Committee MemberFraundorf,
Committee MemberCarpenter,
Date: 10 May 2023
Date Type: Publication
Defense Date: 16 June 2022
Approval Date: 10 May 2023
Submission Date: 3 March 2023
Access Restriction: 2 year -- Restrict access to University of Pittsburgh for a period of 2 years.
Number of Pages: 67
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: Prequestions, Metacognition, Self-efficacy, Lecture-Based Learning
Date Deposited: 10 May 2023 18:27
Last Modified: 10 May 2023 18:27


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