statistically significant at p<.01.
The findings of the research performed supported the hypothesis. The results of the analysis of variance permitted the rejection of the null form of the hypothesis; therefore, by inference, the hypothesis was accepted. The finding that the retention of information is enhanced when the information transmitted is accompanied by questions that encourage subjects to pay attention to the interrelationships between the ideas contained in a sequence of information is consistent with the findings of studies reported in the literature.
Extensive research has been conducted to investigate the relation between the presentation style used in the transfer of information and the retention of that information by target individuals (Tulving and Schacter, 1990, pp. 301 306; Moeser, 1978, p. 290). The general trend in this research has been to link higher rates of retention with a presentation style that incorporates questions posed to the target subjects during the information transfer (Flannagan and Blick, 1991, pp. 743 746;
Kaplan and Simmons, 1974, p. 619). Anderson and Biddle (1975, p. 78) found, however, that the link between higher rates of retention and a presentation style that incorporates questions posed to the target subjects during the information transfer is heavily dependent on the placement of the questions during the transfer.
Moeser (1978, pp. 290 303) conducted a study to test the contention of Anderson and Biddle (1975, p. 78). In that study, it was found that, when the information transfer was accompanied by questions that encouraged subjects to pay attention to the interrelationships between the ideas contained in a sequence of information, retention was better than that for a control group that experienced no questioning during the transfer of information. By contrast, however, Moeser (1978, p. 290) found that, when the information transfer was accompanied by questions that en...