Maximizing Student Learning with the Use of Random Oral Questioning in the College Classroom

Abstract

This research study investigated the effectiveness of random oral questioning during class lectures and discussions to promote consistent preparation, active participation and higher course achievement among undergraduate students. Treatment subjects were called upon by name to answer questions pertaining to assigned readings or the current topic of discussion. Control subjects were permitted to answer identical questions on a voluntary basis. The effect of random oral questioning across varying levels of self-regulated learning was also investigated, as was the effectiveness of the technique in reducing measured levels of student classroom communication apprehension. Treatment subjects obtained significantly higher levels of course achievement than did control subjects, indicating the benefits of the instructional method. The “simplicity” of random oral questioning may facilitate widespread implementation of the technique at the undergraduate level.