Two college classes of 45 students were given two sets of materials, each set presented to one group of students with rhetorical questions inserted and to the other group without rhetorical questions. The average value to learning of the questions inserted was 17%.
Proceedings of the Iowa Academy of Science
©1926 Iowa Academy of Science, Inc.
Finkenbinder, E. O. and Schalk, John E.
"The Influence of the Rhetorical Question on Learning,"
Proceedings of the Iowa Academy of Science, 33(1), 283-283.
Available at: https://scholarworks.uni.edu/pias/vol33/iss1/85