ENE, Felicia Nnenna (2017) Convergent /Divergent thinking: Effect of Question types on reading comprehension tests results. MDC Journal of Law and Allied Disciplines, 4 (2). pp. 102-113.
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Abstract
This study was carried out to investigate the effect of question type on the reading comprehension achievement of senior secondary school students’ achievement tests based on convergent and divergent question types. The effect of gender on the performance was identified and the interaction effect was examined. Three research questions and three hypotheses were formulated to guide the research work. The study was a non-equivalent control group, quasi-experimental design involving one treatment and one control group conveniently chosen from two secondary schools in Enugu metropolis. Altogether 90 students were used for the study. The English Reading Comprehension Achievement Test (ERCAT) for the treatment and control groups were validated and used. The achievement tests forms I and II were used for pre-test and post-test. Analysis of data was by means and standard deviation while the interaction effect was tested using ANCOVA. A major finding was that different question types promoted convergent or divergent thinking. Gender was not a significant factor in the type of thinking style and the interaction effect was not statistically significant.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education |
| Depositing User: | miss ifeoma agbo |
| Date Deposited: | 13 May 2019 10:59 |
| Last Modified: | 13 May 2019 10:59 |
| URI: | http://eprints.gouni.edu.ng/id/eprint/1520 |
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