| Summary: | 碩士 === 國立成功大學 === 教育研究所 === 103 === The main purpose of this study was to investigate the comparative effects of online student question-generation with and without feedback on junior high school students’ cognitive (the use of cognitive and metacognitive strategies, academic achievement, and question-generation performance), affective (academic emotions, learning interest toward Chinese, and learning motivation in Chinese), and perspective-taking performance while learning Chinese. A non-equivalent pretest-posttest quasi-experimental design was adopted for this study, lasting for 9 weeks. Four seventh-grade classes (n = 109) of one junior high school in Kaohsiung were randomly assigned to the online student question-generation with and without feedback groups. Quantitative data were analyzed by ANCOVA. The main findings were as follows：
1. Cognitive performance in Chinese
(1) For the use of cognitive strategies, metacognitive strategies, and question-generation performance after controlling for the respective pretest variable, students participated in the online student question-generation with feedback group scored significantly higher than those in the without feedback group.
(2) For academic achievement in Chinese, after controlling for the pretest variable, there were no statistically significant differences between the two groups.
2. Affective performance in Chinese
(1) For positive academic emotions and learning motivation in Chinese, after controlling for the respective pretest variable, students participated in the online student question-generation with feedback group scored significantly higher than those in the without feedback group.
(2) For negative academic emotions, and learning interest toward Chinese, after controlling for the respective pretest variable, there were no statistically significant differences between the two groups.
3. Perspective-taking performance
For perspective-taking performance, after controlling for the pretest variable, students participated in the online student question-generation with feedback group scored significantly higher than those in the without feedback group.
Finally, suggestions for teacher instruction and future studies are proposed.
|
|---|
