Effects of systematic training on self-questioning techniques on secondary students' science achievement
Studies have shown that leaming strategy is one of the important factors that can affect leaming. In the area of leaming from text matenals, self-questioning strategy has been shown to be effective in enhancing students' comprehension of prose and performance of students in post-training assess...
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| Format: | Theses and Dissertations |
| Language: | English |
| Published: |
2009
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| Online Access: | http://hdl.handle.net/10356/20367 |
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| Institution: | Nanyang Technological University |
| Language: | English |
| Summary: | Studies have shown that leaming strategy is one of the important factors that can affect leaming. In the area of leaming from text matenals, self-questioning strategy has been shown to be effective in enhancing students' comprehension of prose and performance of students in post-training assessments. In view of the positive effects reported (Davey and MacBride, 1986; King, 1989 and Laidlaw et al., 1993), this exploratory study was set out to investigate the effects of training in self-questioning on students' (i) science performance, (ii) ability to generate questions, (iii) study habits and (iv) confidence in asking questions of themselves and in class. |
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