The purpose of this experimental study was to investigate the effects of varied teacher wait‐time durations and cognitive questioning levels on student achievement. Thirty preservice teachers taught a science lesson in which the length of wait‐time and percentage of high and low cognitive questions were prescribed. The lessions were audio‐taped to insure fidelity to the scripted lessons. At the end of the lesson a criterion referenced test was administered. The results of this test were used as the dependent variable. Analysis of achievement results indicated significant differences attributable to teacher wait‐time and cognitive questioning level.
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Joseph P. Riley (1986) studied this question.