Student-generated higher order questioning as a study strategy

Although the benefits of teacher-generated, higher order questioning during instruction on student comprehension have been examined in a number of stu dies (Redfield & Rousseau, 1981; Samson, Strykowski, Weinstein, & Walberg, 1987; Winne, 1979), few researchers have studied the utility of student-gen erated, higher order questioning on learning, The effects of student-genera ted, higher order questioning as a study strategy were measured in this stu dy, and an effort was made to overcome many of the threats to internal vali dity evident in past studies of this type (King, 1989, 1990, 1991). The res ults failed to identify any positive effect for student-generated, higher o rder questioning on comprehension, The implications of these findings and s uggestions for future research are discussed.