Effects of systematic training on self-questioning techniques on secondary students' science achievement

• Main Author: Gwan, Wai Lan.
• Other Authors: Chang, Shook Cheong
• Format: Theses and Dissertations
• Language: English
• Published: 2009
• Subjects: DRNTU::Social sciences::Education::Teachers and teaching
• Online Access: http://hdl.handle.net/10356/20367
• Institution: Nanyang Technological University

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.