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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4036

Title: LEVELS OF QUESTIONS: A DESCRIPTION OF TEXTBOOK AND EXAM QUESTIONS IN HIGHER SECONDARY SCHOOLS
Authors: NURU, MOHAMMED
Advisors: Dr. R.B.HICKS
Keywords: LEVELS OF QUESTIONS.
DESCRIPTION OF TEXTBOOK
EXAM QUESTIONS
Copyright: Jun-1992
Date Added: 27-Nov-2012
Publisher: AAU
Abstract: The main purpose of the study reported in this paper' Is to identify the types of questions occurring in, the reading components of two English textbooks and the corresponding examinations pertaining to grades 11 and 12 students. The study focuses on the description of the major cognitive activities' which are thought to be involved when answering questions. The questions are taken from reading passages appearing in the textbooks and the relevant test materials, including: the ESLCE. The Barrett Taxonomy-Cognitive' and Affective Dimensions of Reading Comprehension provided a useful tool for analyzing comprehension questions in the two categories of educational material invo1ve~,in the study. Two additional categories from Lunzer eta1 (1979) were also used in the analysis of questions at the level of vocabulary. Questions accompanying each passage in the two textbooks (i.e. ENE books for the selected grade levels) and 24 examination at ions were categorized using the analytic framework referred to above. The, examinations consisted of six ESLCE, and 18 school tests designed for the respective grade levels. The analysis of the questions revealed three major findings. (1)' The two textbooks devoted more than three-Quarters of their comprehension questions to lower-order RC.tua1 questions as opposed to higher cognitive levels of questions. (2) Compared with the two textbooks, the ESLCE asked significantly .ore inferential comprehension questions; however, no difference was observed for the school tests' (3) Vocabulary questions i. all sets of test material contained significantly more questions of lexical inference than did the textbooks.
URI: http://hdl.handle.net/123456789/4036
Appears in:Thesis - Teaching English as a Foreign Language

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