She focused on the correct wording of research questions and the characteristics and components of research questions that are suited to the Bio-Tech program.
The first whole-class discussion focused on the characteristics and components of research questions appropriate for the Bio-Tech program, and students were asked to propose possible research questions.
Rebecca dedicated two parts of the lesson to whole-class discussions, focusing on the characteristics and components of research questions that are appropriate for the Bio-Tech program.
Components of the questions – verbs, nouns, response options, terms and phrases describing back pain – were identified.
Important components of these questions involve the estimation of long- and short-term adaptive divergence and reproductive isolation [ 19- 22].
The health research programme component consisted of questions on whether the programme had a clearly defined mission statement, terms of reference and organizational structure, and a plan of action, if each technical staff had a computer, if it had e-mail and Internet connectivity, and if it undertook any research by itself.
Three sets of question items were prepared with various types of distractors based on their relation to the other components of the question: (a) distractors with a paradigmatic relationship with the correct answer, (b) distractors with a syntagmatic relationship with the context sentence, and (c) those with no relationship with either the correct answer or the context sentence.
WordNet can be a resource for preparing the four components of the question shown in Fig. 1. Brown et al. (2005) generated several types of multiple-choice vocabulary questions by taking their components from WordNet, such as questions asking for definition, synonym, and antonym.
While the target words of these two sets are the same, other components of the question item (reading passage, correct answer, and distractors) are different, as ones are created by machine while the others are by human.
