The Comparative Effects of Online Student-Generated Multiple-Choice Questions with and Without Student-Generated Feedback on Learning
Thursday, June 22 5:30 PM-6:30 PM Location: Edison D
Presider: Joyce Johnston, George Mason University, United States
Abstract: The comparative effects of online student-generated multiple-choice questions with and without student-generated feedback on learning were examined. One hundred and nine seventh-grade students from four intact classes participated for eight weeks. A non-equivalent pretest-posttest quasi-experimental design was adopted. An existing online system was expanded to support the associated learning activities of this study. The results from the analysis of covariance found that the students who participated in the online student-generated questions with feedback group scored significantly higher than those in the without feedback group in terms of the use of both cognitive and metacognitive strategies. Suggestions for teaching are provided.