Effects of Online Scaffolded Student Question-Generation on Science Learning

Authors

  • Fu-Yun YU Institute of Education, National Cheng Kung University, Taiwan Author
  • Ting Jung CHIU Institute of Education, National Cheng Kung University, Taiwan Author
  • Chun-Ping WU Department of Educational Technology, TamKang University, Taiwan Author
  • Hui-Ling WU Institute of Education, National Cheng Kung University, Taiwan Author

Abstract

In this paper, the effects of scaffolded student question-generation (immediate and delayed) on students’ performance in academic achievement and question-generation were examined. A total of 78 fifth-graders from four classes participated in the study for 13 weeks. An online question generation system was adopted to assist the learning process. A quasiexperimental research design was adopted. Results of ANCOVA found no statistically significant differences among different treatment groups in neither of the observed variables. Explanations for the unexpected results and suggestions for classroom implementations and future studies are provided.

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Published

2010-11-29

Conference Proceedings Volume

2010: ICCE 2010: The 18th International Conference on Computers in Education

Section

Articles

How to Cite

Effects of Online Scaffolded Student Question-Generation on Science Learning. (2010). International Conference on Computers in Education. https://library.apsce.net/index.php/ICCE/article/view/2434