The effects of various questioning strategies on creative thinking and listening comprehension using selected orally presented children's literature in fifth-grade

The purpose of the study was to determine the effects of employing questions and activities based on the cognitive levels of Bloom's Taxonomy of Educational Objectives and selected oral presentations of children's literature on the creative thinking and listening comprehension of fifth grade students. Other variables addressed were school ability, reading comprehension, gender, socioeconomic level, and group membership. The sample consisted of 86 fifth grade students located in one school from the Delta region of Mississippi. The study was conducted over a period of six weeks during which students were pretested and posttested using the Torrance Tests of Creative Thinking Ability and the Listening Subtest of the Sequential Tests of Educational Progress III. Additional testing included the Otis-Lennon School Ability Test.;The data were analyzed using ANOVA, multiple regression, and Pearson product-moment correlation. Listening comprehension improved, but the relationship with creative thinking was not established.;Future studies should involve larger and more diverse samples, teachers, schools and students. The relationship between listening comprehension and all levels of thinking ability should be investigated. The development of more valid and reliable listening measures are needed.