The effects of self-questioning strategy instruction and question-answer relationship strategy instruction on sixth-graders’ reading comprehension and reading motivation

• Main Authors: Chia-yin Chiang, 蔣佳穎
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/09165552278819636255

碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 96 === The purpose of this study was to explore the effects of self-questioning strategy instruction and question-answer relationship strategy instruction on sixth-graders’ reading comprehension and reading motivation. This study adopted an unequal pre-test and post-test experimental design. The subjects were three sixth-grade classes totaled 49 students from two primary schools in Kaohsiung City. Two classes were assigned as the experimental groups and each received either the self-questioning strategy instruction or the question-answer relationship strategy instruction. The other was assigned as the control group and received the traditional reading instruction. It used the Reading Comprehension Tests and the Reading Motivation Scale as the instruments. By controlling the effects of the performance on the pre-tests statistically, it compared the performances of three groups on post-tests and retention-tests. The main findings were as following: 1.The students receiving either the self-questioning strategy instruction or the question-answer relationship strategy instruction did not perform better than the students receiving the traditional reading instruction on the post-test and retention-test of reading comprehension. 2.The students receiving the question-answer relationship strategy instruction performed better than the students receiving the traditional reading instruction on the post-tests of global reading motivation, intrinsic reading motivation, and extrinsic reading motivation; also on the retention-test of extrinsic reading motivation. 3.The students receiving the self-questioning strategy instruction performed better than the students receiving the traditional reading instruction on the post-test of intrinsic reading motivation. 4.There was no performance difference between the students receiving the self-questioning strategy instruction and those receiving the question-answer relationship strategy instruction on the post-tests and retention-tests of reading comprehension and reading motivation. Finally, based on the findings, it provided suggestions for teaching practice and future study.