Study of the Influences of Question-Answer Relationship Strategies on Secondary Students’ Learning Outcomes

• Main Authors: YU,HSIANG-CHUN, 游翔鈞
• Other Authors: LEE,SUNG-TAO
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/05481674100248577798

碩士 === 國立臺中教育大學 === 科學教育與應用學系碩士在職專班 === 105 === The main purpose of this study was to explore the influence of question-answer relationship strategies on learning outcomes of the eighth graders. The quasi-experimental design method of “the pre-test and the post-test nonequivalent groups design” was adopted. The experimental period lasted for eight weeks and sixteen classes were implemented. The subjects of the present study were four classes of 120 eighth-grade students of a public junior high school in Taoyuan city. Two classes were assigned as the experimental group and received question-answer relationship strategies instruction in science classes. The other classes were assigned as the control group and received the general reading comprehension instruction. The major findings were as the following: 1. The students receiving question-answer relationship strategies instruction performed better than the students receiving general reading comprehension instruction on the post-test of learning outcomes . 2. The learning outcome of the students in low-achievement level could obviously be promoted after receiving the QARs instruction. However, there are no significant differences on the learning outcome of students in high-achievement levels. The QARs can improve the abilities of explain phenomena scientifically and self questioning of students in low-achievement levels, and which is able to enhance their learning outcome. According to the consequences of this study, researcher offered some practical suggestions for researchers engaged in the related reference in future.