學生網路出題教學策略對國小學生生命教育學習成效之影響。

Translated title of the contribution: The Effects of an Online Student-Generated Questions Strategy on Elementary Student Learning of Life Education

Fu-Yun Yu, 林 宜篇

Research output: Contribution to journalArticle

Abstract

This study investigated the comparative effects of an online student-generated questions strategy and a traditional worksheet approach on elementary student learning of life education. A pretest and posttest quasi-experimental research method was adopted for this study. Fifty-four 4th-grade students from two intact classes from one elementary school in Tainan participated. An online learning system named QuARKS was used to support relevant learning activities for 7 consecutive weeks. Data were analyzed using multivariate analysis of covariance, analysis of covariance and one-sample t tests. The results from data analysis are as follows: 1. The experimental and control groups did not differ significantly on the self-concept scale. 2. The experimental and control groups did not differ significantly in their attitude toward life education. 3. The experimental group perceived the student-generated question activity significantly positively in terms of learning satisfaction, learning ability enhancement and learning anxiety.
Original languageChinese
Pages (from-to)29-56
Journal新竹教育大學學報
Volume28
Issue number2
DOIs
Publication statusPublished - 2012

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learning
education
student
Group
self-concept
multivariate analysis
elementary school
research method
data analysis
anxiety
ability

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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title = "學生網路出題教學策略對國小學生生命教育學習成效之影響。",
abstract = "This study investigated the comparative effects of an online student-generated questions strategy and a traditional worksheet approach on elementary student learning of life education. A pretest and posttest quasi-experimental research method was adopted for this study. Fifty-four 4th-grade students from two intact classes from one elementary school in Tainan participated. An online learning system named QuARKS was used to support relevant learning activities for 7 consecutive weeks. Data were analyzed using multivariate analysis of covariance, analysis of covariance and one-sample t tests. The results from data analysis are as follows: 1. The experimental and control groups did not differ significantly on the self-concept scale. 2. The experimental and control groups did not differ significantly in their attitude toward life education. 3. The experimental group perceived the student-generated question activity significantly positively in terms of learning satisfaction, learning ability enhancement and learning anxiety.",
author = "Fu-Yun Yu and 宜篇 林",
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language = "Chinese",
volume = "28",
pages = "29--56",
journal = "新竹教育大學學報",
issn = "1996-7977",
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}

學生網路出題教學策略對國小學生生命教育學習成效之影響。. / Yu, Fu-Yun; 林宜篇.

In: 新竹教育大學學報, Vol. 28, No. 2, 2012, p. 29-56.

Research output: Contribution to journalArticle

TY - JOUR

T1 - 學生網路出題教學策略對國小學生生命教育學習成效之影響。

AU - Yu, Fu-Yun

AU - 林, 宜篇

PY - 2012

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AB - This study investigated the comparative effects of an online student-generated questions strategy and a traditional worksheet approach on elementary student learning of life education. A pretest and posttest quasi-experimental research method was adopted for this study. Fifty-four 4th-grade students from two intact classes from one elementary school in Tainan participated. An online learning system named QuARKS was used to support relevant learning activities for 7 consecutive weeks. Data were analyzed using multivariate analysis of covariance, analysis of covariance and one-sample t tests. The results from data analysis are as follows: 1. The experimental and control groups did not differ significantly on the self-concept scale. 2. The experimental and control groups did not differ significantly in their attitude toward life education. 3. The experimental group perceived the student-generated question activity significantly positively in terms of learning satisfaction, learning ability enhancement and learning anxiety.

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JO - 新竹教育大學學報

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