Effects of Teacher Higher-Order Questions on Student Process and Product Variables in a Single-Classroom Study

Abstract

A fine-grained examination of a general relationship between process and product variables in teacher effectiveness research is attempted through a single-classroom experiment. Using an intensive reversal design and time-series analytical procedures, the reported experiment examines the impact of a higher-order question teaching strategy on student process (classroom behaviors) and product (achievement and attitude) variables. Results generally show some impact of changes in the teaching strategy on student process variables, but little positive impact on student product variables. These findings are discussed and a brief evaluation of the experimental methodologies is presented.