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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