HOW EXPECTATION OF QUESTIONING METHOD AFFECTS UNDERGRADUATES PREPARATION FOR CLASS

Results of this experimental study indicated that undergraduates who e xpected their instructor to call on them, at random, to answer questio ns during class (a) completed more assigned readings before class, (b) recalled more information from these readings, and (c) demonstrated g reater confidence in their reading recall than did classmates who expe cted their instructor to use voluntary oral questioning. These results suggest that college instructors who wish to increase undergraduates' preparation for class should carefully assess and select in-class que stioning methods to ensure student accountability. Instructors of rese arch methods or statistics can use this experiment as a simulation whe n teaching students about basic research designs, descriptive statisti cs, and inferential statistics.