The Effects of StudentGenerated Questions on Reading Comprehension of Korean University Student

The Effects of StudentGenerated Questions on Reading Comprehension of Korean University Student. The Linguistic Association of Korea Journal. 18(3). 125143. The purpose of this study is to investigate a way to assist Korean teachers to improve their teaching by utilizing studentgenerated questions as well as those traditionally generated by teachers. Students performance toward the SQ3R1) approach which guides students to make questions are measured in two different instructional treatments: the treatment 1 (hereafter, TR 1) group learning readers generating questions by using SQ3R and the treatment 2 (hereafter, TR 2) group learning a teacher or textbook generating questions by not using SQ3R. The result of hypothesis 1 indicates no significant difference in student achievement of who generates more questions between two groups. he result of hypothesis 2 shows no significant difference between total mean scores of the number of higher level questions for treatment 1 (mean=3.25) and treatment 2 (mean=3.03). The result of hypothesis 3 shows that there is a significant difference (p=0.006) between total mean scores of the posttest for treatment I and treatment 2. Therefore, the results of this study strongly support the indication that studentgenerated questions made by the SQ3R learning can improve students reading comprehension.

(Hankuk University of Foreign Studies)

  

1 Introduction

2 Purpose

3 Methods

3.1 A Question-Answer Relationship (QAR) Taxonomy

3.2 The SQ3R Technique

3.3 Subjects

3.4 Procedures

3.5 Data Analysis

4 Results

Table 1 Levene's Test for Equality of Variance of Pretest

  



Table 2 t-test for Equality of Means for Pretest

     

  

Table 3 t-test for Equality of Means for the Number of Questions

  

  

 ± 

  

  

Table 4 t-test for Equality of Means for the Number of Higher Level Questions

  

  

 ± 

  

     

Figure 1 Scatterplot of TR 1 and TR 2 between the two variables

     

Table 5 t-test for Equality of Means for Posttest Scores

  

  

     

Table 6 ANOVA for Posttest Scores Dependent Variable: Posttest Scores

     

     

5 Discussion

References

The SQ3R Method

Dohyun Yun

Received: 26 March, 2010

Revised: 30 July, 2010

Accepted: 10 September, 2010