Perceptions of Undergraduate Agricultural Education Students on the Effects of Question Difficulty and Postquestion Wait-time on Cognitive and Emotional Processes uri icon

abstract

  • The purpose of this study was to explore the perceptions of undergraduate agricultural students on the cognitive and emotional processes produced after exposure to low- and high-level questions, as well as the effects of post-question wait-time to determine the benefits of differing lengths of post-question wait-time based on the level of question. Forty students were shown four different treatment videos in this with-in subjects design, with each video being followed by either a low- or high-level question. Following each question, a wait-time period of either five seconds or ten seconds was employed before the subjects were instructed to answer the question. The student perceptions resulted in a difference between low- and high-level questions on question difficulty, variability in cognitive engagement, and positive and negative emotions, as well as a difference on their perceptions of what constituted an adequate amount of post- question wait-time for low- and high-level questions.

published proceedings

  • Journal of Agricultural Education

author list (cited authors)

  • Gilliam, K. C., Rayfield, J., Baker, M., Ritz, R., & Cummings, R. G.

citation count

  • 0

complete list of authors

  • Gilliam, Kyle C||Rayfield, John||Baker, Matt||Ritz, Rudy||Cummings, R Glenn