Effects of Question-Posing and Cooperative Learning on Students' Learning Outcomes Within a Web-Based Learning Environment

• Main Authors: Chung-Chi Hung, 洪琮琪
• Other Authors: Fu-Yun Yu
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/9ejk75

碩士 === 國立成功大學 === 教育研究所 === 90 === The main purpose of this study was to investigate the effects of question-posing and cooperative learning strategies on students’ mastery goal, performance-approach goal, avoidance-performance goal orientation, motivation, cognitive strategies, meta-cognitive strategies, academic achievement, satisfaction, competency enhancement and anxiety within a web-based learning environment. Furthermore, the mediating effect of measuring time on different goal orientations, motivation, cognitive strategies and meta-cognitive strategies was examined. The study used 2 (question-posing v.s. no question-posing) x 2 (cooperative learning and individualistic learning) x 3(measure times) mixed experimental design. The subjects of this study were 132 sixth-graders from four classes from one elementary school in Kaohsiung City. A Web-based learning system that enables student to pose/peer review/view question as well as practice was used in the study for four consecutive weeks. A variety of measurement instrument with established reliability and validity was used in this study. The results were as follows: 1. Students participated in question-posing performed significantly better than those without question-posing activity in delayed test of mastery goal. Besides, students participated in the cooperative learning performed significantly better than those in individualistic learning in master goal. 2. Students participated in the cooperative learning performed significantly better than those in individualistic learning in performance-approach goal. 3. There were no statistically significant differences between the four treatments in avoidance-performance goal. But the delayed test was significantly superior than pretest. 4. Students participated in the cooperative learning performed significantly better than those in individualistic learning in task value. But the pretest was significantly superior than delayed test. 5. There were no statistically significant differences between the four treatments in self-efficacy beliefs and expectancy of success beliefs.. 6. Students participated in question-posing performed significantly better than those without question-posing activity in posttest and delayed test of cognitive strategies. Besides, the posttest and delayed test in cognitive strategies of the students participated in question-posing was significantly superior than the pretest. 7.Students participated in cooperative question-posing performed significantly better than those in cooperative without question-posing activity in posttest and delayed test of meta-cognitive strategies. Besides, the posttest and delayed test in meta-cognitive strategies of the students participated in cooperative question-posing was significantly superior than the pretest. 8. There were no statistically significant differences between the four treatments in academic achievement. 9.Students participated in cooperative question-posing, individual question-posing and cooperative without question-posing activity performed significantly better than those in the individualistic learning without question-posing activity in learning satisfaction, learning ability and learning anxiety. Finally, suggestions for teacher instruction, system enhancements and future research are proposed.