Exploring the Effects of Student Question-Generation Strategy

Authors

  • Chun-Ping WU Department of Educational Technology, TamKang University, Taiwan Author
  • Shu-Ling WU Graduate Institute of Human resource and eLearning Technology, National Hsinchu University of Education, Taiwan Author
  • Ching-Chiu YEH Department of Educational Technology, TamKang University, Taiwan Author

Abstract

The purpose of this study is to explore the effect of student question generation strategy on students’ reported use of cognitive strategies and metacognitive strategies. Furthermore, the relationship between the SQG performance and academic achievement was also examined. A single group experiment was implemented for 7 weeks. Seventy-two junior high school students from two intact history classes were recruited. Participants were engaged in the SQG task followed by the peer-assessment activity. The finding supported the positive effect of the SQG on enhancing students’ use of cognitive strategies and metacognitive strategies. Additionally, students’ SQG performance was significantly correlated with their academic achievement, which was supported.

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Published

2014-11-30

How to Cite

Exploring the Effects of Student Question-Generation Strategy. (2014). International Conference on Computers in Education. https://library.apsce.net/index.php/ICCE/article/view/3114