Effects of Student Question-Generated on Learning Motivation and Outcomes in Science Education (Poster 23): SIG-Science Teaching and Learning, Stage 2, 8:39 AM

• In Event: e-Lightening Ed-Talk Session 10 - Stage 2

Abstract

This experimental study (n = 54) uses Kahoot! as a technological instrument, the MSLQ (Pintrich, 1991), a teacher-made achievement test to investigate how question-generated influences on learning motivation and outcomes for two classes of sixth-grade students in an elementary school. The main findings indicate: (1) student question-generated can improve learning motivation, especially in self-efficacy for learning and performance; (2) there is no significant different on learning outcomes between two groups.

Authors

• Shao Hung Hsieh, National Chengchi University

• Yi Hsuan Yang, National Taitung University