Faculty Research at Morehead State University


Type of Questions and Anxiety, Attention, Question Confidence, and Metacognition

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The role of questions of different cognitive levels was investigated in four undergraduate classes with a total of 80 students. Previous research suggested that questions may distract students from a lecture, and that students felt more confident about responding accurately to low-order questions. It was speculated that anxiety interfered with one's confidence in responding to higher-order questions and metacognitive and attending behaviors. However, results do not support this supposition. There were no differences among higher-order, lower-order, and no-question groups in confidence. Results are discussed in relation to previous research and implications for future research and practice.