|
Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
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
|
Items in the AAUL Digital Library are protected by copyright, with all rights reserved, unless otherwise indicated.
|
