Studies published since 1965 on the relationship between classroom behavior and academic achievement are reviewed. Criteria are established for selecting the studies, the research is assessed, and recommendations for future research are made. (MH)

Since the questioning process is critical in stimulating student learning, an urgent need for more extensive, controlled research on this topic exists. Previous studies indicate that a high percentage of questions asked by teachers call only for factual answers and that oral activity in the classroom is largely teacher-dominated. Further, no…