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Teaching techniques used and types and cognitive levels of professor questioning during college of agriculture class sessions

Ewing, John C.

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2005, Master of Science, Ohio State University, Human and Community Resource Development.
“Many traditional instructional approaches respond ineffectively to the learning needs and life situations of today’s college students” (Weimer, 2003, p. 49). Professors must therefore evaluate the teaching techniques being used in their college classrooms. In addition, according to Lewis and Smith (1993), students need to be challenged at higher levels of cognition during class sessions. Thus, by understanding the types and cognitive level of questions asked during class sessions professors can more effectively challenge students’ thinking. The purpose of the study was to determine the individualized and group teaching techniques used by professors in a college of agriculture, and to identify the types and cognitive level of questions used during observed class sessions. The teaching techniques employed by the professors during class sessions were measured using a researcher-developed instrument. Frequencies were recorded for each individualized and group teaching technique observed. To capture the type of questions being asked during class sessions, the researcher made note of all managerial, rhetorical, closed, and open-type questions asked by each professor. Using the Newcomb and Trefz (1987) model, the researcher recorded the cognitive levels of content-related questions asked by professors. Twenty-one class sessions were videotaped in twelve professors’ classes. Group teaching techniques were observed 149 times compared to nine observations of individualized teaching techniques. Lecture and discussion were the most often used teaching techniques, accounting for 82% of the observed teaching techniques. Types of questions were determined using Blosser’s (2000) classification system. Closed questions were the most frequently asked type of question during observed classes. Closed questions are those that have a limited number of possible “correct” answers. The cognitive level of each question was determined using the Newcomb-Trefz model (1987). Questions were asked mainly at the remembering level of cognition. Remembering level questions require rote memorization. Professors in this study are using group and individualized teaching techniques and types of questions to varying degrees and at various levels of cognition. Since the questions and techniques that professors use in their classrooms affect the degree to which students receive, and thus process and transfer content to other learning situations (Newcomb, McCracken, Warmbrod, & Whittington, 2004), professors using multiple techniques and types of questions enhance opportunities for students to engage more richly in the content. Consequently, by studying professors’ use of teaching techniques and types and cognitive level of questions, professors become aware of the potential for more fully engaging students during class sessions. Recommendations therefore include teaching professors to use group teaching techniques such as cooperative learning, role play, and demonstrations to cognitively engage students. Further recommendations include teaching professors to use rhetorical and open-type questions to encourage deeper thinking.
M. Susie Whittington (Advisor)
Joseph A. Gliem (Committee Member)
66 p.

Recommended Citations

Citations

  • Ewing, J. C. (2005). Teaching techniques used and types and cognitive levels of professor questioning during college of agriculture class sessions [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413295916

    APA Style (7th edition)

  • Ewing, John. Teaching techniques used and types and cognitive levels of professor questioning during college of agriculture class sessions. 2005. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1413295916.

    MLA Style (8th edition)

  • Ewing, John. "Teaching techniques used and types and cognitive levels of professor questioning during college of agriculture class sessions." Master's thesis, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413295916

    Chicago Manual of Style (17th edition)