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The effect of question type and *grouping strategy on learning from a multimedia database

, Arizona State University, United States

Arizona State University . Awarded


This study investigated the comparative effects of adjunct questions, student self-generated questions, and note taking on learning from a multimedia database. High school students worked individually or in cooperative dyads on a computer-based multimedia unit using a study guide to answer either adjunct questions, generate self-questions, or take notes to accomplish a learning task focusing on the events of the civil rights movement in the United States.

One hundred seven students attending a high school in the Southwest were the participants for this study. Prior to the beginning of the study, each student was randomly assigned to one of the six treatment groups. Materials in this study included a multimedia database and a Student Packet which included a study guide listing relevant resources to review and a questioning or note-taking strategy to assist students in learning the material from the database.

There were two criterion measures in this study, a posttest and an attitude survey. Other data collected included informal observations, student interviews and review of the student study guides.

The dependent variable was achievement as determined by posttest score. Analyses were conducted using both traditional Analysis of Variance (ANOVA) techniques as well as hierarchical linear modeling (HLM). Results of the ANOVA indicated that students in the note-taking treatment condition performed significantly better than students working in the self-generated question treatment condition. However, because of the dependency of scores of students working in pairs, it was determined that HLM techniques were more appropriate. Results of these analyses did not yield significant differences in posttest scores among the treatment conditions, although the correlations of posttest scores of students working in pairs seemed to indicate possible levels of cooperation. There were also a few differences by treatment on student attitudes. Student interview responses and review of student study guides seemed to provide indications of how students utilized the questioning or note-taking strategies while working in this environment. Implications for the design of instruction are discussed.


Niemczyk, M.C. The effect of question type and *grouping strategy on learning from a multimedia database. Ph.D. thesis, Arizona State University. Retrieved June 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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