Questions Students Ask as Indices of their Comprehension
Main Article Content
Keywords
Barrett taxonomy of comprehension levels, metacognition, schema theory, student-generated questions, education
Abstract
This study investigated student-generated questions as indices of comprehension levels; employed the descriptive design to describe comprehension levels of 46 Grade 8 participants via their generated questions; employed question-generation sheets for both narrative and expository texts to gather data; utilized three phases to carry out the study; and used mean and percentages to report the data. Results revealed that: (1) the fivecomprehension levels ranked the same for both texts; (2) questions on character traits surfaced in narrative but not in expository; (3) reorganization level obtained the lowest percentage for both texts; (4) few questions were exhibited under reorganization and appreciation levels; (5) schemata and metacognitive were employed; and (6) L1 aided them on question generation. The study concluded that comprehension is triggered when participants are given leeway to generate questions before, during, and after reading the selections. It recommended that: (1) student questions may be utilized; (2) a seminar on Barrett taxonomy may be introduced; and (3) future researchers may conduct a similar study.
References
Abonal, G. R. (1993). Classroom oral questions related to students and teacher factors in the Ateneo De Naga High School. S.Y. 1992-1993. Retrieved from http://rizal.lib.admu.edu.ph/thesis/abstract/The%20E3%20.A26%2093.pdf.
Adler, C. R., (Ed). 2001. Put reading first: The research building blocks for teaching children to read (pp. 49-54). National Institute for Literacy. Retrieved from http://www.nifl.gov/partnershipforreading/publications/reading_first 1text.html.
Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Anderson, R., & Pearson, P. (1984). A schema-theoretic view of basic processes in reading comprehension. Champaign, Ill.: University of Illinois at Urbana-Champaign. Retrieved from https://www.ideals.illinois.edu/handle/2142/31284.
Barrett, T. C. (1972). A taxonomy of reading comprehension. In Reading 360 Monograph. Lexington MA: Ginn, A Xerox Educational Company.
Buendicho, B. M. (2009). Effects of student-initiated questions on reasoning ability and geometry achievement. (Unpublished Thesis). University of the Philippines, Quezon City
Cayaban-Casela, N. & Cuevas, G. J. (2010). Developing technical writing skills towards meeting academic challenges. Philippines: Books Atbp. Publishing Corp.
Chin C., (2002). Student-generated questions: Encouraging inquisitive minds in learning science. Teaching and Learning, 23(1), 5947. Nanyang Technological University & National Institute of Education.
Columna, M. G. (2013). Grade 3 pupils' comprehension levels in Filipino and English reading tests: A correlational study.
[Unpublished Thesis]. Philippine Normal University. Manila.
De la Cruz, T. (1990). An analysis of questions asked by science teachers. [Unpublished Thesis], Philippine Normal College, Manila.
Dela Cruz, J. (2004). Development and validation of interactive instructional materials for reading comprehension for first year. [Unpublished Thesis]. Philippine Normal University.
Department of Educational Testing and Research Center, (2009; 2010 & 2011). National Achievement Tests Results. Department of Education, Philippines.
Gallonosa-Garcia, F. (1994). A sourcebook of questioning strategies for teachers of English. (Unpublished Thesis). Philippine Normal University. Manila.
Gocer, A. (2014). The assessment of Turkish written examination questions based on the text in accordance with the Barrett taxonomy. International Journal of Languages' Education and Teaching (3). Retrieved from http://www.academia.edu/8396669/The_Assessment_of_Turkish_Written_Examination_Questions_Based_on_the_Text_In_Accordance_With_the_Barrett_s_Taxonomy.
Golding, J.M., & Long, D.L. (1996). Narrative representation and comprehension. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2) (pp. 171-205). Mahwah, NJ: Lawrence Erlbaum Associates.
Hansen, J. (1980). The effects of inference training and practice on young children's reading comprehension. Reading Research Quarterly. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/17851/ctrstreadtechrepv01980i00166_opt.pdf.
Keys, C. W. (1998). A study of grade six students generating questions and plans for open-ended science investigations. Research in Science Education, 28(3), 301-316.
Lehr, F., & Osborn, J. (2005). Focus on reading comprehension. Retrieved from www.prel.org/programs/rel/rel.asp.
Leu, D. J., & Kinzer, C. K. (1999). Effective literacy instruction, K-8. (4thed.). Upper Saddle River, New Jersey Merrill Prentice Hall.
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
Matibag-Angeles, H. (2008). Effects of two types of input modification and self-questioning on level of students' comprehension of science texts. (Unpublished Thesis). De La Salle University. Manila.
May, F. B., (1990). Reading as communication: An interactive approach. (3rd ed.). Portland State University. Merrill Publishing Company.
Palma, M. S., (2006). Use of prior knowledge on text content and structure: Effects on first year high school students' comprehension of the Philippine narrative texts. (Unpublished Thesis). Ateneo De Manila University.
C. A. (2001). Using open-ended questions for enhancement of students' conceptual understanding. (Unpublished Thesis). De La Salle University. Manila.
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup & S. S. Samuels (Eds.), What Research Has to Say About Reading Instruction (3rd ed., pp. 291–309). Newark DE: International Reading Association.
Rooks, D. L. (2009).Science for all: Experiences and outcomes of students with visual impairment in a guided inquiry-based classroom. The University of Arizona. Retrieved from http://pqdtopen.proquest.com/doc/304846690.html?FMT=AI.
Santos, M. L. (2004). Formulating questions in mathematics discourse and student achievement in Algebra. (Unpublished Thesis), University of the Philippines, Quezon City
Santrock, J. W. (2009). Educational psychology. (4thed.). University of Texas at Dallas: Mc GrawHill.
Taboada, A. M. (2003). The association of student questioning with reading comprehension.University of Maryland.
Yigiter, K., Sarñcoban, A. & Gürses, T. (2005). Reading strategies employed by ELT leaners at the advanced level. The Reading Matrix, 5(1)
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.