{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/2013"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/2013","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Preadjunct questions as a learning strategy for older adults","abstract":"This study investigated the effectiveness of comprehension level preadjunct questions as a learning strategy for older adults in a classroom setting. Fifty-five adults from 55 to 70 years of age were randomly assigned to two groups, the preadjunct question group and a no-question control group. They viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and again seven days tater. Results demonstrated that there was no significant difference between groups. However, the no-question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Nevertheless, significant differences in posttest scores were found related to educational levels and prior knowledge about high blood pressure. Results obtained were explained in terms of resource theory of cognitive aging.","abstract_html":"This study investigated the effectiveness of comprehension level preadjunct questions as a learning strategy for older adults in a classroom setting. Fifty-five adults from 55 to 70 years of age were randomly assigned to two groups, the preadjunct question group and a no-question control group. They viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and again seven days tater. Results demonstrated that there was no significant difference between groups. However, the no-question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Nevertheless, significant differences in posttest scores were found related to educational levels and prior knowledge about high blood pressure. Results obtained were explained in terms of resource theory of cognitive aging.","abstract_has_math":false,"creators":["Smith, Barbara A."],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1993,"date_issued":"1993-07-09T18:42:14Z","date_published":"1993-07-09T18:42:14Z","updated_at":"2026-07-24T01:23:12Z","subjects":["Adult education--Evaluation.","Adult learning--Evaluation.","Questioning."],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/2013","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Smith, Barbara A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2009-07-09T18:42:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2009-07-09T18:42:14Z"]},{"key":"dc:date.issued","label":"Date","values":["1993-07-09T18:42:14Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult education--Evaluation.","Adult learning--Evaluation.","Questioning."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/2013"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the effectiveness of comprehension level preadjunct questions as a learning strategy for older adults in a classroom setting. Fifty-five adults from 55 to 70 years of age were randomly assigned to two groups, the preadjunct question group and a no-question control group. They viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and again seven days tater. Results demonstrated that there was no significant difference between groups. However, the no-question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Nevertheless, significant differences in posttest scores were found related to educational levels and prior knowledge about high blood pressure. Results obtained were explained in terms of resource theory of cognitive aging."]},{"key":"dc:title","label":"Title","values":["Preadjunct questions as a learning strategy for older adults"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Smith, Barbara A."],"dc:date.accessioned":["2009-07-09T18:42:14Z"],"dc:date.available":["2009-07-09T18:42:14Z"],"dc:date.issued":["1993-07-09T18:42:14Z"],"dc:description.abstract":["This study investigated the effectiveness of comprehension level preadjunct questions as a learning strategy for older adults in a classroom setting. Fifty-five adults from 55 to 70 years of age were randomly assigned to two groups, the preadjunct question group and a no-question control group. They viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and again seven days tater. Results demonstrated that there was no significant difference between groups. However, the no-question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Nevertheless, significant differences in posttest scores were found related to educational levels and prior knowledge about high blood pressure. Results obtained were explained in terms of resource theory of cognitive aging."],"dc:identifier.uri":["http://hdl.handle.net/10464/2013"],"dc:language.iso":["eng"],"dc:subject":["Adult education--Evaluation.","Adult learning--Evaluation.","Questioning."],"dc:title":["Preadjunct questions as a learning strategy for older adults"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:12Z"}