A Comparative Study of Student Question Generation in Web-based and Paper-based Learning Environment
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Over the last few decades, researchers have been investigating the uses of student-generated questions (SGQs) in multifarious areas. In understanding the potential benefits of SGQ, this action research is designed to examine a group of students’ perceptions after experiencing interventions of web-based student generated questions (e-SGQs) and paper-based student-generated questions (PB-SGQs) in the classroom. For this research, ten students were recruited to construct test items for their own mid-term preparation. The student generated items were split fairly evenly with about half of the items being e-SGQs and the other half being PB-SGQs. The two modes were compared through the analyses of a survey, a group interview, and individual in-depth interviews. The data analyses reveal that the participants perceived their experiences of generating questions to be very helpful for understanding their class content. Although many of them clearly recognized the advantages of e-SGQs as an educational tool, most of the participants chose PB-SGQ over e-SGQ. This result can be explained by the survey and interview data which illustrate that the respondents preferred the test taking strategies that they were used to such as marking, underlining, and skimming through the test items on a paper.
Abstract
Over the last few decades, researchers have been investigating the uses of student-generated questions (SGQs) in multifarious areas. In understanding the potential benefits of SGQ, this action research is designed to examine a group of students’ perceptions after experiencing interventions of web-based student generated questions (e-SGQs) and paper-based student-generated questions (PB-SGQs) in the classroom. For this research, ten students were recruited to construct test items for their own mid-term preparation. The student generated items were split fairly evenly with about half of the items being e-SGQs and the other half being PB-SGQs. The two modes were compared through the analyses of a survey, a group interview, and individual in-depth interviews. The data analyses reveal that the participants perceived their experiences of generating questions to be very helpful for understanding their class content. Although many of them clearly recognized the advantages of e-SGQs as an educational tool, most of the participants chose PB-SGQ over e-SGQ. This result can be explained by the survey and interview data which illustrate that the respondents preferred the test taking strategies that they were used to such as marking, underlining, and skimming through the test items on a paper.
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