The questions generated by these two methods were compared to questions from biology textbooks.
Greater knowledge change was associated with exposure to learning resources enabling students to explore evidence compared to questions relating to evidence not presented in this manner.
Compared to questions about "inflation", questions about "prices in general" and "prices you pay" elicited expectations that were more strongly correlated to expected increases in gas prices, which were relatively large and likely salient at that time.
Questions generated using terminology based strategies had higher CTT discrimination indices (Spearman's R = 0.63, P-value <0.05), and higher CTT R pb (Spearman's R = 0.617, P-value <0.05) compared to questions generated using class-based strategies.
Indeed, McDaniel et al. (2011) found that when feedback followed the practice questions, questions asked at the beginning and end of a lesson, compared to questions asked only at the end, resulted in better performance on a delayed review just prior to an exam.
Intuitively, as users send/receive a lot of SMS messages, we expected that SMS related questions will be harder to answer compared to questions that are based on other data types (e.g., phone call, application usage, music, physical activity, battery charging, and location).
The question, "About how fast were the cars going when they smashed into each other?" elicited estimates of high speed from test subjects, compared to questions using the verbs "collided," "contacted" or "hit" in place of "smashed".
More recently, Yu and Liu studied the effects of question-posing as compared to question-answering during weekly post-lecture sessions in a cohort of 69 civil engineering sophomores [ 8].
These questions, however, are phrased differently and cover slightly different areas compared to questions in MFQ.
To note that a low response rate was found for this question compared to the question on access and mastery of information technology.
