Promoting Metacognitive Strategy Development through Online Question-Generation Instructional Approach

The study investigated the immediate and delayed effects of online multiple-choice question-generation instructional approach on students' metacognitive strategies development within a web-based teaming environment. A 2 (question-generation versus non question-generation) x 3 (measuring times) mixed-design experimental research method was used. 132 sixth-graders participated in the study for 4 consecutive weeks. A Web-based learning system that enabled students to construct, assess, view, and practice answering multiple-choice questions was used. Results indicated that students participated in the question-generation condition reported more frequent use of metacognitive strategies while learning science during the course of the study than their counterparts in the comparison group. Weeks after concluding the study, students in the question-generation group remained to activate metacognitive strategies more frequently than the comparison group without being prompted to do so. Suggestions for classroom instructors and future research topics are proposed.