Effects of student‐generated questions as the source of online drill‐and‐practice activities on learning

Abstract

This study investigated the effects of online drill-and-practice activities using studentgenerated questions on academic performance and motivation as compared with online drill-and-practice using teacher-generated questions and no drill-and-practice in a student question-generation (SQG) learning context. A quasi-experimental research method was adopted for the purposes of this study. Six fifth-grade classes (n = 145) participated in a weekly online activity for 5 weeks. Analysis of covariance results showed significant differences among the different treatment groups with regard to both academic performance and motivation. Post hoc comparisons using simultaneous confidence intervals, however, did not demonstrate the use of online SQG combined with answering peer-generated questions to be more conducive to learning with regard to any of the observed variables as compared with the use of online SQG combined with answering teacher-generated questions. Furthermore, answering student-generated questions in addition to online SQG did not lead to added gains in learning as compared with the online SQG-alone group. Some reasons for the unexpected findings are proposed, and the significance of this study, as well as suggestions for instructional implementations and future research, are provided.

Difficulties of Multiple-choice Question-Generation Encountered by Elementary Students in Social Studies: A Case Study

“…It was further shown via document analysis that several questions generated by the students involved knowledge application of the study materials and addressed real-world issues, and some even involved knowledge integration across disciplines. These findings resonated with established literature that SQG is an effective pedagogy to transform students from passive receivers of information into active constructors of knowledge [1], [10]. Nevertheless, as was found in the present study, students did encounter a variety of difficulties while engaging in SQG.…”

“…It serves as a promising teaching strategy to engage students in self-reflection, self-evaluation, and self-adjustment, thereby maximizing the effectiveness of student learning. The existing literature has indicated the potential benefits of incorporating SQG into teaching, and documented various aspects of the positive effects on students [1], [2]. While many studies have evidenced that SQG can promote and facilitate the personal growth of learners, most were conducted with a quantitative experimental approach to examining how effective SQG is in isolation or in combination with different pedagogical designs [3]- [9].…”

Using a Flipped Classroom Approach to Support Problem-Based Learning

“…engineering, mathematics), students engage in solving well-structured equations in many of their classes and across the curriculum. As such, they tend to approach solving equations from a linear approach as they pursue the 'right' answer (Jonassen and Cho 2011;Kuiper and Pater-Sneep 2013;Yu and Chen 2014). Because students in traditionally social science backgrounds, such as psychology, have less exposure to mathematics as part of their curriculum, students may be less conditioned to the drill-and-practice approach.…”

A student-constructed test learning system: The design, development and evaluation of its pedagogical potential

“…That is, naturally produced artifacts (i.e., student-generated questions), despite their potential for use, are rarely included in other learning activities and their educational potential examined (Yu & Chen, 2014). One promising possibility of such use is SCT.…”