學生擬題教學對情意學習成效及學業成就影響之後設分析

A meta-analysis was performed to synthesize existing research that investigated the effects of problem-posing strategies on the affective learning outcomes and academic achievement of students in Taiwan. We adopted problem posing, problem generation, problem writing, and problem formulation as keywo...

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Bibliographic Details
Published in:Jiao yu ke xue yan jiu qi kan 2016-09, Vol.61 (3), p.001-042
Main Authors: 廖遠光(Liao，Yuen-Kuang), 張澄清(Chang，Cheng-Ching)
Format: Article
Language:Chinese
Subjects:
academic achievement
affective learning outcome
meta-analysis
problem posing
question posing
TSSCI
出題
學業成就
後設分析
情意學習成效
擬題
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Summary:A meta-analysis was performed to synthesize existing research that investigated the effects of problem-posing strategies on the affective learning outcomes and academic achievement of students in Taiwan. We adopted problem posing, problem generation, problem writing, and problem formulation as keywords and gathered 31 studies (comprising 17 comparisons for the affective domain and 34 comparisons for academic achievement), converting their quantitative data to effect size (ES). The results demonstrated that problem posing strategies provided considerable benefits than traditional instruction did on students’ affective learning outcomes (ES = 0.34) and academic achievement (ES = 0.57), and the larger positive effect sizes showed the benefit is greater on academic achievement. In addition, four moderator variables were selected for investigating affective learning outcomes and five moderator variables were selected for investigating academic achievement (including subject area, instructor bias, total number of c
ISSN:2073-753X
DOI:10.6209/JORIES.2016.61(3).01