學生出題策略與傳統練習策略對大學生學習成就、認知與後設認知策略使用之影響。

Translated title of the contribution: The Comparative Effects of Student Question-Posing and Question-Answering Strategies on Promoting College Students’ Academic Achievement, Cognitive and Metacognitive Strategies Use

Research output: Contribution to journalArticlepeer-review

Abstract

The study examined the comparative effects of student multiple-choice questionposing and question-answering strategies on promoting students’ academic achievement, cognitive and metacognitive strategies use in a lecture-mode instructional setting. In total, 69 civil engineering undergraduates enrolled in two sessions of a required course participated in the study. Statistical analysis found that student multiple-choice questionposing strategy is a more productive strategy for inducing and engaging students in mobilizing cognitive and metacognitive strategies as compared to the traditional questionanswering arrangement. In terms of students’ academic performance, student multiplechoice question-posing is as effective a strategy as question-answering. Based on the present study, it is suggested that instructors who were accustomed to in-class practice sessions might consider a student question-posing approach for an amiable change to promote students’ cognitive and metacognitive strategies use without worrying about its less favorable impact on students’ performance.
Translated title of the contributionThe Comparative Effects of Student Question-Posing and Question-Answering Strategies on Promoting College Students’ Academic Achievement, Cognitive and Metacognitive Strategies Use
Original languageChinese
Pages (from-to)25-52
Journal教育與心理研究
Volume31
Issue number3
Publication statusPublished - 2008

All Science Journal Classification (ASJC) codes

  • Education

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