Type of Questions and Anxiety, Attention, Question Confidence, and Metacognition
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.
Fasko, Daniel Jr., "Type of Questions and Anxiety, Attention, Question Confidence, and Metacognition" (1998). Faculty Research at Morehead State University. 621.