EFFECTS OF RANDOM‐QUESTIONING EXPECTATIONS ON COMMUNITY COLLEGE STUDENTS’ PREPAREDNESS FOR LECTURE AND DISCUSSION

Abstract

This study used a posttest‐only control group experimental design to investigate effects of the expectation of random questioning on preparedness for lecture and discussion. Subjects were students (primarily Hispanic) enrolled in introductory psychology at a branch campus of a large, urban community college. During one class meeting, the instructor told experimental subjects that (a) they would be questioned orally, at random, about an assigned reading during the next class meeting; (b) the questions would assess only simple recall of information; and (c) students’ answers would in no way affect course grades. Conversely, control subjects were informed that they could respond to the instructor's oral questions according to the usual classroom procedure (i.e., by volunteering answers). During the next class meeting, experimental subjects were not asked oral questions at random. Instead, all subjects completed anonymously a 7‐item quiz that measured factual recall of the assigned reading and a 16‐item survey that solicited demographic and self‐report data about the extent to which students had prepared for class and completed assigned readings before class. Results indicated that experimental subjects answered significantly more quiz questions and reported reading significantly more pages from assigned readings than control subjects. Discussion focuses on students’ overall lack of preparation for lecture and discussion and on using random questioning as an instructional strategy to promote consistent and punctual preparation for lecture and discussion.