Qualitative Pre-Test

Guide for Describing A Research Study
Your Name: Hope Hackney
Complete APA Citation: Berkeley, S., Marshak, L., Mastropieri, M., & Scruggs, T. (2011). Improving student comprehension of social studies text: A self- questioning strategy for inclusive middle school classes. Remedial and Special Education, 32(2), 105-113. doi:10.1177/0741932510361261

Study design:
Qualitative (interpretive, critical, etc) Quantitative (pre-test/post-test, single-subject, etc.) Quantitative

Name a major research question that was addressed in the study:
The authors’ main question that they are trying to solve is, “Does self-questioning strategy instruction improve the comprehension of grade-level social studies text content of seventh

To break it down even further their ages varied from 11 to 14. Overall the average age of the participant was 13.28. Of the 57 kids 40% of those kids were Caucasian, 35% were Asian, 12% were Hispanic, 12% were African American. Their were 28 females and 29 males included in the group. 15.8% were identified as having learning disorders. 13 of the sample group considered English as their second language. Finally 35 students were considered general education and required no assistance.

What was the setting (location and its description)? There were two settings for this study. There was a control classroom where students were taught a scripted lesson normally with out implementing any sort of reading strategy. The second setting was another classroom where a teacher taught the same scripted lesson but in this classroom the self-questioning reading strategy was implemented and to aid this strategy there were strategy monitoring sheets handed to the children of the class
Describe the methods used to conduct the study (interviewing, survey, experiment, etc.): The method used to conduct this study was a before and after multiple-choice tests given to both classrooms. As well as an open-ended content test and finally a strategy awareness

An independent t test was used to measure both the multiple-choice and open-ended test. The survey was measured using percentage of varying effectiveness of the reading strategy that student determined for themselves and expressed in the survey.
What were the study’s major findings (usually labeled results or outcomes or findings)? The students in the classroom where the reading strategy was implanted did better on both test that those students who were not. On the multiple-choice test they had an average score of 10.30 while the control classroom had an average score of 7.70. On the open-ended test they had an average score of 7.03 while the control classroom only had an average score of 2.98. The result of survey test that the kids who used the strategy were that 88% used the strategy taught to help them remember