Effects of Academic Achievement and Group Composition on the Quality of Student-Generated Questions and Online Procedural Prompt Usage Patterns

Autor/inn/en	Yu, Fu-Yun; Cheng, Wen-Wen
Titel	Effects of Academic Achievement and Group Composition on the Quality of Student-Generated Questions and Online Procedural Prompt Usage Patterns
Quelle	In: Research and Practice in Technology Enhanced Learning, 17 (2022), Artikel 15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-022-00190-2
Schlagwörter	Academic Achievement; Gender Differences; Undergraduate Students; English (Second Language); Second Language Instruction; Prompting; Teaching Methods; Questioning Techniques; Group Structure; Low Achievement; High Achievement; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Schulleistung; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Gruppenstruktur; Unterdurchschnittliche Leistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	This study aims to examine if and how academic achievement and gender group composition affect the quality of online SGQ and the use patterns of procedural prompts provided to support SGQ activities. Forty-one university sophomores enrolled in an English as a foreign language class participated in a four-week study. All questions generated were categorized based on the revised Bloom's taxonomy for quality evaluation, and a content analysis along the set of integrated online procedural prompts was conducted to reveal usage patterns. Five key findings were obtained: First, the provision of the online procedural prompts served as an efficacious learning scaffold to help the participants at both high- and low-academic achievement levels generate the most questions at high-cognitive levels. Second, based on the results of the Fisher's exact test, no significant relationships were found between academic achievement and the quality of SGQ. Third, the participants in the all-male and mixed-gender groups generated the majority of their questions at high-cognitive levels, whereas the all-female group generated an equal number of questions at both low- and high-cognitive levels. Fourth, no significant relationships between the gender group composition and the quality of SGQ were found according to the chi-square test of independence. Fifth, the results of the content analysis revealed that while some same usage patterns related to online procedural prompts were exhibited by students at both low- and high-academic achievement levels and with different gender group compositions, slightly different usage patterns were observed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01