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Abstract
A recent meta-analysis showed large effects of teacher use of higher order questions on student achievement (Redfield & Rousseau, 1981) and contradicted Winners (1979) previous review which showed the research to be inconclusive. For this reason, a quantitative synthesis was conducted to estimate the quasi-experimental and experimental effects of teachers’ questioning strategies on academic achievement. Fourteen studies, which contrasted effects of predominantly higher cognitive questions and predominantly factual questions, were examined and were compared with the results of the earlier reviews. Higher cognitive questioning strategies have a small positive median effect on learning measures but not as large as has been suggested by the previous meta-analysis (Redfield & Rousseau 1981). Moderate and even large effects may exist but remain to be demonstrated.
