This study investigates the comparative effects of an online student question-generation strategy against the use of traditional worksheets on student academic performance, learning motivation and attitudes toward classic Chinese poetry using a quasi-experimental research design. Three 6th-grade classes (N=100) participated in the study and were randomly assigned to the experimental group (2 classes, N=68) and the control group (N=32). Several findings were obtained. First, analysis of covariance indicated that students in the online student question-generation group scored significantly higher than those in the traditional worksheet group in academic performance, learning motivation and attitudes toward class, compared to those in the contrast group. Second, a paired sample t test revealed that the learning motivation and attitudes toward class for the online student question-generation group significantly improved after the question-generation experience. Finally, the learning motivation for the worksheet group significantly lowered after the treatment. Suggestions for instructional practices and future studies are provided.
All Science Journal Classification (ASJC) codes