Effects of Different Types of Online Student Question-Generation on Learning

Abstract

This study investigated the comparative effects of multiple-choice and short-answer online student question-generation on academic performance and cognitive strategies use. Two 6th grade classes from one elementary school participated for eight weeks. An online learning system was adopted. Results from the MANCOVAs found that students in the multiple-choice group had significantly elevated scores on higher cognitive levels achievement assessment and elaboration strategy use than those in the short-answer group. No significant difference was found, however, in academic performance assessing lower-cognitive level, or the use of rehearsal or organization strategies. Recommendations for classroom implementation were provided.