A study was conducted to examine two methods of presentation of social studies questions used in teaching selected concepts to second-grade children and to determine which method was more effective as reflected in the achievement demonstrated by the subjects. The procedure used was a 3x2x2 (Treatment by Sex by School Location) fixed-effects factorial design to test the hypothesis that if second-grade children instructed with two methods of question presentation are compared with children receiving regular classroom instruction, then a significant difference in social studies achievement will result in favor of the experimental groups. The experimental groups were instructed for a six-week period. The instructional sequences were three weeks in length: one on the concept rules and the other on concept location. Results of data analysis showed the following differences: (1) Children instructed with predominantly higher-level questions performed at significantly higher levels regardless of method of question presentation than did children receiving regular classroom instruction; (2) Children using non-reading materials for question presentation achieved significantly higher levels than did children using reading materials; (3) Children from the suburban school demonstrated higher achievement than children from the urban school. Conclusions include: (1) Oral presentation of instructional questions in social studies materials for second-grade children resulted in higher achievement levels on the part of the learners than did written presentation; (2) Social studies achievement was not affected by the sex of the pupils; (3) No interactions occurred between the variables of sex and among the variables of treatment, sex, and school location. (Author/CK)